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A social semiotic approach to identifying critical aspects

A social semiotic approach to identifying critical aspects Purpose – The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested. Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal for Lesson and Learning Studies Emerald Publishing

A social semiotic approach to identifying critical aspects

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References (43)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-8253
DOI
10.1108/IJLLS-01-2015-0005
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested. Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.

Journal

International Journal for Lesson and Learning Studies – Emerald Publishing

Published: Jul 13, 2015

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