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Widing, L., Nilsson, P. & Granklint Enochson, P. (2023). A social semiotic lens to capture meaning-making of polymeric concepts during modelling in chemistry education. Chemistry Education Research and Practice, 24(2), 659-673
Open this publication in new window or tab >>A social semiotic lens to capture meaning-making of polymeric concepts during modelling in chemistry education
2023 (English)In: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 24, no 2, p. 659-673Article in journal (Refereed) Published
Abstract [en]

This study investigated students’ meaning-making of polymeric concepts during modelling and discuss students’ creation of visible representations in chemistry. The analysis combines a phenomenographic and social semiotic approach and leads to the finding and description of 21 different meaning-making processes. We refer to meaning-making as the outcome of translative communication through representations, discerned by students, where the collective meaning of created representations that build on each other constitutes the meaning as a whole. The study took place in three Swedish upper secondary chemistry classes. Data were collected from eight groups of 3–4 students (n = 30). Video, audio recordings and photos taken during modelling were analysed to investigate students’ meaning-making during the modelling process. The results show translative changes between and within semiotic resources, indicating meaning for students’ learning of polymeric concepts. Additionally, the representations produced during modelling were essential resources connecting the submicro and macro levels by creating a ‘bridge’ between levels. The results show that the modelling activities practised by all groups were multimodal. The study acknowledges that teachers can use the social semiotic lens as a tool to evaluate students’ modelling in addition to the importance of translative processes during modelling. © 2023 The Royal Society of Chemistry.

Place, publisher, year, edition, pages
Cambridge: RSC Publishing, 2023
Keywords
Chemistry education, modeling, social semiotics
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-49878 (URN)10.1039/d2rp00211f (DOI)000918421000001 ()2-s2.0-85147277563 (Scopus ID)
Funder
Swedish Research Council, 2017-06038
Available from: 2023-01-29 Created: 2023-01-29 Last updated: 2024-01-17Bibliographically approved
Widing, L., Nilsson, P. & Granklint Enochson, P. (2022). Modeling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts. Science Education International, 33(2), 181-191
Open this publication in new window or tab >>Modeling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts
2022 (English)In: Science Education International, ISSN 1450-104X, E-ISSN 2077-2327, Vol. 33, no 2, p. 181-191Article in journal (Refereed) Published
Abstract [en]

This study investigated how modeling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n = 16) second language learners and (n = 14) first language learners. There were in total eight different first languages represented. Data comprised polymeric concept descriptions, audio recordings, and photos taken during modeling. The concept descriptions were analyzed by an inductive content analysis which was then used for a deductive analysis of the modeling-activity. The results show that 65% of second language learners concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modeling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modeling-activity. As such, the study acknowledges that modeling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.

Place, publisher, year, edition, pages
Izmir: International Council of Associations for Science Education, 2022
Keywords
Chemistry, modeling-based teaching, language of chemistry, multilingual, second language learners
National Category
Pedagogical Work
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society; Smart Cities and Communities
Identifiers
urn:nbn:se:hh:diva-47061 (URN)10.33828/sei.v33.i2.6 (DOI)2-s2.0-85144776444 (Scopus ID)
Available from: 2022-06-14 Created: 2022-06-14 Last updated: 2023-02-15Bibliographically approved
Widing, L., Nilsson, P. & Granklint Enochson, P. (2021). Modelling Based Teaching in Chemistry in a Multilingual Context – A Teaching Strategy to Improve Scientific Language of Second Language Learners?. In: : . Paper presented at ESERA 2021, 30 Aug. - 3 Sept., Braga, Portugal. , Article ID 16012.
Open this publication in new window or tab >>Modelling Based Teaching in Chemistry in a Multilingual Context – A Teaching Strategy to Improve Scientific Language of Second Language Learners?
2021 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This study focuses on if and how second language learners' explanations of polymeric concepts and scientific language in chemistry develop through Modelling Based Teaching in a multilingual context. The study is conducted in three multilingual classes, with eight different first languages represented, in an upper secondary school in Sweden. In the theoretical framework of Modelling-based Teaching in science education, MBT, along with this study, models are understood as epistemic artefacts, related to many of the scientific practices in which chemistry argumentation is an essential part of the activity (J. K. Gilbert & Justi, 2016). Previous studies have shown that conducting a more student-active approach in chemistry teaching leads to the development of students' use of scientific language (Abir & Dori, 2013; Ehdwall & Wickman, 2018).

 In addition to MBT enabling a student-communicative approach to chemistry, MBT is also multimodal. Students' explanatory models can be expressed in many ways. When students fail to verbally express their thoughts about a scientific phenomenon, they can use non-verbal representations such as drawings, concrete models, or gestures to support their argumentation (Gilbert & Justi, 2016). Studies show that nonverbal representations, in modelling, are common when students attempt to express their ideas more clearly, by substituting or explaining specific scientific vocabulary (Mendonça & Justi, 2013). These aspects justify the use of MBT in a multilingual teaching situation. Concerning students who are not taught in their first language and who have not yet developed their second language or scientific language corresponding to the level of the teaching, non-verbal argumentation can be of great help to understand processes, contexts, and concepts and to develop a scientific language. The result indicates that students with Swedish as a second language in a multilingual context benefit from the MBT-activity in developing explanations of concepts and scientific language. 

Keywords
Language of science, Modelling Based Teaching, Multilingualism
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-46534 (URN)
Conference
ESERA 2021, 30 Aug. - 3 Sept., Braga, Portugal
Available from: 2022-04-01 Created: 2022-04-01 Last updated: 2022-06-02Bibliographically approved
Widing, L., Nilsson, P. & Granklint Enochson, P. (2020). Modellbaserat lärande i det flerspråkiga klassrummet: En undervisningsmetod i kemi för att främja naturvetenskaplig språkutveckling hos elever med svenska som andraspråk?. In: FND 2020 11-12 november 2020 Digitalt från Göteborg: Abstractsamling. Paper presented at FND 2020, Göteborg, Sverige, 11-12 November, 2020 (pp. 6-7).
Open this publication in new window or tab >>Modellbaserat lärande i det flerspråkiga klassrummet: En undervisningsmetod i kemi för att främja naturvetenskaplig språkutveckling hos elever med svenska som andraspråk?
2020 (Swedish)In: FND 2020 11-12 november 2020 Digitalt från Göteborg: Abstractsamling, 2020, p. 6-7Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

De senaste åren har förändringar skett i svenska skolor. Klassrumssituationen har på många skolor förändrats från en- eller tvåspråkig till flerspråkig. Ett större antal elever i Sverige har begränsad kunskap i svenska men deltar i samma undervisning och på samma villkor, som elever som har svenska som förstaspråk. De naturvetenskapliga disciplinerna, främst kemi upplevs av många elever som svåra då kemi är abstrakt och innehåller många ämnesspecifika begrepp. Detta innebär en stor utmaning för lärare att erbjuda undervisning anpassad till alla elever oavsett modersmål. 

Denna studie har för avsikt att undersöka den naturvetenskapliga begrepps- och språkutvecklingen hos elever som har svenska som andraspråk och som deltar i ett modellbaserat lärande i det flerspråkiga sammanhanget. Studien har genomförts i tre olika klasser, i totalt åtta flerspråkiga grupper med 3-4 deltagande elever per grupp och undervisningen har handlat om polymerer och polymerers egenskaper. I studien finns åtta olika förstaspråk representerade. Undervisande lärare och majoriteten av eleverna har svenska som förstaspråk. I studien ses lärande som en sociokulturell aktivitet med fokus på hur naturvetenskapligt språk utvecklas genom interaktion med andra. Vid datainsamlingen användes olika metoder. För att undersöka elevernas förståelse för relevanta ämnesspecifika begrepp svarade eleverna på en begreppsenkät före, under och efter klassrumsaktiviteterna. Ytterligare data samlades in från elevdiskussionerna med hjälp av ljud- och videoinspelningar. Enkätsvaren och gruppdiskussionerna har analyserats utifrån elevernas begreppsförståelse, begreppsanvändning samt naturvetenskaplig språkutveckling. Studiens preliminära resultat visar på att majoriteten av deltagande elever som har svenska som andraspråk uppvisar en progression i begreppsförståelse, begreppsanvändning samt naturvetenskapligt språk inom undersökt ämnesområde, vid en modellbaserad undervisning. 

Då forskning kring huruvida elever, i det flerspråkiga sammanhanget, utvecklar sitt naturvetenskapliga språk vid modellbaserad undervisning är begränsad, kan denna studie ge användbar information huruvida modellbaserat lärande i kemi kan vara ett undervisningssätt för att förbättra naturvetenskaplig begrepps- samt språkutveckling hos elever med svenska som andraspråk.

Keywords
Flerspråkig, andraspråkselev, modellbaserat lärande, naturvetenskaplig begrepps och språkutveckling
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-43741 (URN)
Conference
FND 2020, Göteborg, Sverige, 11-12 November, 2020
Available from: 2020-12-28 Created: 2020-12-28 Last updated: 2022-06-02Bibliographically approved
Widing, L., Nilsson, P. & Granklint Enochson, P. (2019). A Student-Active Approach to Science Models and Representation: A Way to Improve Scientific Language of Second Language Learners?. In: : . Paper presented at European science education research association (ESERA'19), Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>A Student-Active Approach to Science Models and Representation: A Way to Improve Scientific Language of Second Language Learners?
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Recent years changes have taken place in European and Swedish schools. The classroom situation has in many schools changed from single-lingual to multilingual. A larger number of students in Sweden are in the beginning of speaking Swedish but who participate in the same teaching as native speakers. The science disciplines, primarily chemistry, are experienced as difficult by many students because chemistry is abstract and contain many subject-specific concepts. It is a great challenge for teachers to offer teaching adapted to all students regardless of first language.

This study intends to investigate how a student-active approach to representations and models in chemistry might be a way to develop the scientific language of second language learners. Active student approach to  properties of polymers is a concrete way to visualize and discuss chemical bonding, often perceived abstract otherwise. The study is conducted in a multilingual class, with eight different first languages represented, in upper secondary school in Sweden. The teacher and majority of the students speak Swedish as their first language. Since several languages are represented students cannot use code switching or translanguaging when learning chemistry, to the same extent as in bilingual contexts. In this study, learning is approached as a sociocultural activity focusing on how scientific language develop through interaction with others. Data is collected from classroom practices using audio and video recordings and followed up with semi-structured interviews. Language is analysed from the perspective of adequate scientific language and correct use and understanding of subject-specific concepts using a thematic coding approach. To increase validity intra-rater reliability are used. As the amount of research on how second-language learners use subject specific language while working with models and representations in chemistry is limited, this study might provide useful information about new strategies to improve scientific language of second language learners.

Keywords
The role of Language in Science Education, Modeling-based Learning, Multilingualism
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-40696 (URN)
Conference
European science education research association (ESERA'19), Bologna, Italy, August 26-30, 2019
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2022-06-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1194-2573

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