NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1108223
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
ISSN: ISSN-2301-251X
Disciplinary Discourse, Representation, and Appresentation in the Teaching and Learning of Science
Linder, Cedric
European Journal of Science and Mathematics Education, v1 n2 p43-49 2013
This article builds on a semiotic perspective of science learning that is framed in terms of achieving competency in a disciplinary discourse of a science such as physics. The aim of the article is to use this perspective, and the proposal that learning in a science discipline should be seen in terms of achieving fluency in a critical constellation of modes of representation, to explore how the affordance attributes of these representations work together to generate a collective disciplinary affordance. The idea of a collective disciplinary affordance is then used to argue for the importance of appresentation in science education. Recommendations are made for incorporating the discussion into teacher craft-knowledge.
European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A