Learning physics as coherently packaging multiple sets of signs

• Authors: Kristine Lund;Karine Bécu-Robinault
• Venue: ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
• Year: 2010

This paper studies the multimodal reformulations that teachers and students make when they talk about and do physics experiments in class. Using the framework of semiotic bundles, we show that reformulating aspects having to do with physics knowledge while moving between talk, gestures, drawings and manipulations is done differently by experts and novices. Analysis of video excerpts illustrate that teachers are able to coherently package multiple sets of signs throughout their discourse and actions in the classroom, but students who are learning physics have specific problems that this framework makes evident. In particular, successfully reformulating from one semiotic resource to another implies that the first resource be correctly constructed. In addition, specific tool affordances hinder students in their attempt to coherently package multiple sets of signs while this is not the case for teachers. We conclude by suggesting ways in which teachers can ease students' difficulties in constructing semiotic bundles.