A pragmatist semiotic analysis of secondary students’ embodied and material reasoning in astronomy

References

• Amin, T. G., F. Jeppsson, and J. Haglund. 2015. “Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to Special Issue.” International Journal of Science Education 37 (5–6): 745–758. https://doi.org/10.1080/09500693.2015.1025245.
   Web of Science ®Google Scholar
• Andrade, V., Y. Shwartz, S. Freire, and M. Baptista. 2022. “Students’ Mechanistic Reasoning in Practice: Enabling Functions of Drawing, Gestures and Talk.” Science Education 106 (1): 199–225. https://doi.org/10.1002/sce.21685.
   Web of Science ®Google Scholar
• Baxter, J. H., and P. F. W. Preece. 2010. “A Comparison of Dome and Computer Planetaria in the Teaching of Astronomy.” Research in Science & Technological Education 18 (1): 63–69. https://doi.org/10.1080/02635140050031046.
   Google Scholar
• Danaia, L., D. H. McKinnon, and M. Fitzgerald. 2017. “Ideal Pictures and Actual Perspectives of Junior Secondary School Science: Comparisons Drawn from Australian Students in an Astronomy Education Programme.” Research in Science & Technological Education 35 (4): 445–460. https://doi.org/10.1080/02635143.2017.1344959.
   Web of Science ®Google Scholar
• Erickson, F. 2006. “Definition and Analysis of Data from Videotape: Some Research Procedures and Their Rationales.” In Handbook of Contemporary Methods in Educational Research, edited by J. L. Green, G. Camilli, P. Elmore, A. Skukauskaite, and E. Grace, 177–192. Washington: American Educational Research Association.
   Google Scholar
• Eriksson, U. 2019. “Disciplinary Discernment: Reading the Sky in Astronomy Education.” Physical Review Physics Education Research 15 (1): 010133. https://doi.org/10.1103/PhysRevPhysEducRes.15.010133.
   Web of Science ®Google Scholar
• Fauconnier, G., and M. Turner. 2008. “Rethinking Metaphor.” In The Cambridge Handbook of Metaphor and Thought, edited by R. W. Gibbs, 53–66. Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511816802.005.
   Google Scholar
• Ferguson, J. P. 2019. “Students are Not Misfits: Naturalising Logic in the Science Classroom.” Educational Philosophy and Theory 51 (8): 852–865. https://doi.org/10.1080/00131857.2018.1516141.
   Web of Science ®Google Scholar
• Ferguson, J. P. 2022. “A Peircean Socio-Semiotic Analysis of Science Students’ Creative Reasoning As/Through Digital Simulations.” Research in Science Education 52 (3): 77–803. https://doi.org/10.1007/s11165-021-10033-7.
   Web of Science ®Google Scholar
• Ferguson, J. P., G. Aranda, D. Clarke, and R. Gorur. 2019. “Video Research—Purposeful Selection from Rich Data Sets.” In Video-Based Research in Education: Cross-Disciplinary Perspectives, edited by L. Xu, G. Aranda, W. Widjaja, and D. Clarke, 124–139. Oxon, UK: Routledge. https://doi.org/10.4324/9781315109213-10.
   Google Scholar
• Ferguson, J. P., and V. Prain. 2020. “Revisiting Peirce’s Account of Scientific Creativity to Inform Classroom Practice.” Educational Philosophy and Theory 52 (5): 524–534. https://doi.org/10.1080/00131857.2019.1653282.
   Web of Science ®Google Scholar
• Furtak, E. M., and W. R. Penuel. 2019. “Coming to Terms: Addressing the Persistence of ‘Hands-on’ and Other Reform Terminology in the Era of Science as Practice.” Science Education 103 (1): 167–186.
   Web of Science ®Google Scholar
• Glenberg, A. M. 2010. “Embodiment as a Unifying Perspective for Psychology.” Wiley Interdisciplinary Reviews: Cognitive Science 1 (4): 586–596. https://doi.org/10.1002/wcs.55.
   PubMed Web of Science ®Google Scholar
• Hetherington, L., M. Hardman, J. Noakes, and R. Wegerif. 2018. “Making the Case for a Material-Dialogic Approach to Science Education.” Studies in Science Education 54 (2): 141–176. https://doi.org/10.1080/03057267.2019.1598036.
   Web of Science ®Google Scholar
• Hubber, P., and R. Tytler. 2017. “Enacting a Representation Construction Approach to Teaching and Learning Astronomy.” In Multiple Representations in Physics Education, edited by D. Treagust, R. Duit, and H. Fischer, 139–161. London: Springer International Publishing. https://doi.org/10.1007/978-3-319-58914-5_7.
   Google Scholar
• Jappy, T. 2013. Introduction to Peircean Visual Semiotics. London: Bloomsbury.
   Google Scholar
• Kersting, M., J. Haglund, and R. Steier. 2021. “A Growing Body of Knowledge.” Science & Education 30 (5): 1183–1210. https://doi.org/10.1007/s11191-021-00232-z.
   Web of Science ®Google Scholar
• Kikas, E. 2006. ““The Effect of Verbal and Visuo-Spatial Abilities on the Development of Knowledge of the Earth.” Research in Science Education 36 (3): 269–283. https://doi.org/10.1007/s11165-005-9010-5.
   Web of Science ®Google Scholar
• Kress, G., and T. Van Leeuwen. 2006. Reading Images: The Grammar of Visual Design. 2nd ed. Routledge. https://doi.org/10.4324/9780203619728.
   Google Scholar
• Lakoff, G., and M. Johnson. 1999. Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. New York: Basic Books.
   Google Scholar
• Legg, C. 2017. “Diagrammatic Teaching: The Role of Iconic Signs in Meaningful Pedagogy.” In Edusemiotics – a Handbook, edited by I. Semetsky, 29–45. Springer. https://doi.org/10.1007/978-981-10-1495-6_3.
   Google Scholar
• Lemke, J. 1998. “Multiplying Meaning: Visual and Verbal Semiotics in Scientific Text.” In Reading Science, edited by J. R. Martin and R. Veel, 87–113. London: Routledge.
   Google Scholar
• Merrell, F. 1997. Peirce, Signs, and Meaning. University of Toronto Press.
   Google Scholar
• Morrow, C. 2000. “Kinesthetic Astronomy: The Sky Time Lesson.” The Physics Teacher 38 (4): 252–253. https://doi.org/10.1119/1.880520.
   Google Scholar
• Nakassis, V. 2013. “Materiality, Materialization.” Hau: Journal of Ethnographic Theory 3 (3): 399–406. https://doi.org/10.14318/hau3.3.022.
   Google Scholar
• Padalkar, S., and J. Ramadas. 2008. “Modeling the Round Earth Through Diagrams.” Astronomy Education Review 6 (2): 54–74. https://doi.org/10.3847/AER2007018.
   Google Scholar
• Peirce, C. S. 1931–1935. Collected Papers. Vols. 1-6. Edited by C. Hartshorne, and P. Weiss. Cambridge, MA: Cambridge University Press.
   Google Scholar
• Plummer, J. D. 2014. “Spatial Thinking as the Dimension of Progress in an Astronomy Learning Progression.” Studies in Science Education 50 (1): 1–45. https://doi.org/10.1080/03057267.2013.869039.
   Web of Science ®Google Scholar
• Plummer, J. D., C. A. Bower, and L. S. Liben. 2016. “The Role of Perspective Taking in How Children Connect Reference Frames When Explaining Astronomical Phenomena.” International Journal of Science Education 38 (3): 345–365. https://doi.org/10.1080/09500693.2016.1140921.
   Web of Science ®Google Scholar
• Plummer, J. D., A. Kocareli, and C. Slagle. 2014. “Learning to Explain Astronomy Across Moving Frames of Reference: Exploring the Role of Classroom and Planetarium-Based Instructional Contexts.” International Journal of Science Education 36 (7): 1083–1106. https://doi.org/10.1080/09500693.2013.843211.
   Web of Science ®Google Scholar
• Plummer, J. D., P. Udomprasert, A. Vaishampayan, S. Sunbury, K. Cho, H. Houghton, E. Johnson, E. Wright, P. M. Sadler, and A. Goodman. 2022. “Learning to Think Spatially Through Curricula That Embed Spatial Training.” Journal of Research in Science Teaching 59 (7): 1134–1168. https://doi.org/10.1002/tea.21754.
   Web of Science ®Google Scholar
• Prain, V., and R. Tytler. 2022. “Theorising Learning in Science Through Integrating Multimodal Representations.” Research in Science Education 52 (3): 805–817. https://doi.org/10.1007/s11165-021-10025-7.
   Web of Science ®Google Scholar
• Stjernfelt, F. 2007. Diagrammatology. Springer Netherlands. https://doi.org/10.1007/978-1-4020-5652-9.
   Google Scholar
• Stjernfelt, F. 2014. Natural Propositions: The Actuality of Peirce’s Doctrine of Dicisigns. Boston: Springer.
   Google Scholar
• Tang, K. S. 2022. “Material Inquiry and Transformation as Prerequisite Processes of Scientific Argumentation: Toward a Social‐Material Theory of Argumentation. Toward a Social-Material Theory of Argumentation.” Journal of Research in Science Teaching 59 (6): 969–1009. https://doi.org/10.1002/tea.21749.
   Web of Science ®Google Scholar
• Tang, K. S., F. Jeppsson, K. Danielsson, and E. B. Nestlog. 2022. “Affordances of Physical Objects as a Material Mode of Representation: A Social Semiotics Perspective of Hands-On Meaning-Making.” International Journal of Science Education 44 (2): 179–200. https://doi.org/10.1080/09500693.2021.2021313.
   Web of Science ®Google Scholar
• Trumper, R. 2001. “A Cross-Age Study of Senior High School students’ Conceptions of Basic Astronomy Concepts.” Research in Science & Technological Education 19 (1): 97–109. https://doi.org/10.1080/02635140120046259.
   Google Scholar
• Trumper, R. 2006. “Teaching Future Teachers Basic Astronomy Concepts – Sun‐Earth‐Moon Relative Movements – at a Time of Reform in Science Education.” Research in Science & Technological Education 24 (1): 85–109. https://doi.org/10.1080/02635140500485407.
   Google Scholar
• Türk, C., and H. Kalkin. 2018. “Teaching Seasons with Hands-On Models: Model Transformation.” Research in Science & Technological Education 36 (3): 324–352. https://doi.org/10.1080/02635143.2017.1401532.
   Web of Science ®Google Scholar
• Tytler, R., and J. P. Ferguson. 2023. “Student Attitudes, Identity, and Aspirations Toward Science.” In Vol 3 of Handbook of Research on Science Education, edited by N. G. Lederman, D. L. Zeidler, and J. S. Lederman, 158–192. New York: Routledge. https://doi.org/10.4324/9780367855758-8.
   Google Scholar
• Tytler, R., and V. Prain. 2022. “Supporting Student Transduction of Meanings Across Modes in Primary School Astronomy.” Frontiers in Communication 7:1–17. https://doi.org/10.3389/fcomm.2022.863591.
   Google Scholar
• Tytler, R., V. Prain, G. Aranda, J. P. Ferguson, and R. Gorur. 2020. “Drawing to Reason and Learn in Science.” Journal of Research in Science Teaching 57 (2): 209–231. https://doi.org/10.1002/tea.21590.
   Web of Science ®Google Scholar
• Uchinokura, S., and K. Koba. 2022. “Examination of Children’s Visuospatial Thinking Skills in Domain-General Learning and Interpretation of Scientific Diagrams.” Frontiers in Education 7:1–14. https://doi.org/10.3389/feduc.2022.892362.
   Google Scholar
• Vosniadou, S., and W. F. Brewer. 1992. “Mental Models of the Earth: A Study of Conceptual Change in Childhood.” Cognitive Psychology 24 (4): 535–585. https://doi.org/10.1016/0010-0285(92)90018-W.
   Web of Science ®Google Scholar
• Vosniadou, S., I. Skopeliti, and K. Ikospentaki. 2005. “Reconsidering the Role of Artifacts in Reasoning: Children’s Understanding of the Globe as a Model of the Earth.” Learning & Instruction 15 (4): 333–351. https://doi.org/10.1016/j.learninstruc.2005.07.004.
   Web of Science ®Google Scholar
• Weinberg, P. J., and E. K. Sorensen-Weinberg. 2022. “Embodied Cognition Through Participatory Simulation and Mathematical Description: Supporting Mechanistic Reasoning and Explanation.” Science Education 106 (3): 505–544. https://doi.org/10.1002/sce.21697.
   Web of Science ®Google Scholar
• Xu, L., J. P. Ferguson, and R. Tytler. 2021. “Student Reasoning About the Lever Principle: A Socio-Semiotic Approach.” International Journal of Science and Maths Education 19 (6): 1167–1186. https://doi.org/10.1007/s10763-020-10102-9.
   Web of Science ®Google Scholar