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首页> 外文期刊>Research in Science Education >Polysemy in the Domain-Specific Pedagogical Use of Graphs in Science Textbooks: The Case of an Electrocardiogram
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Polysemy in the Domain-Specific Pedagogical Use of Graphs in Science Textbooks: The Case of an Electrocardiogram

机译：科学教科书中图形在特定领域的教学中的多义性使用：心电图的情况

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Polysemy in graph-related practices is the phenomenon that a single graph can sustain different meanings assigned to it. Considerable research has been done on polysemy in graph-related practices in school science in which graphs are rather used as scientific tools. However, graphs in science textbooks are also used rather pedagogically to illustrate domain-specific textbook content and less empirical work has been done in this respect. The aim of this study is therefore to better understand polysemy in the domain-specific pedagogical use of graphs in science textbooks. From socio-cultural and cultural-historical perspectives, we perceive polysemy as irreducible to either the meaning-making (semiotic) resources provided by the graph or its readers who assign meaning to it. Departing from this framework, we simultaneously investigated: (a) the meanings 44 pre-university biology students assigned to the Cartesian plane of a graph that is commonly used as a pedagogical tool in Dutch high school biology textbooks (an electrocardiogram); (b) the semiotic resources provided by this graph; and (c) the educational practices of which it is supposedly a part according to the actions constituted by the textbooks that were to be conducted by students. Drawing on this case, we show polysemy in the pedagogical use of graphs in science textbooks. In turn, we show how this polysemy can be explained dialectically as the result of both the meaning-making resources provided by the textbooks and the graph-related practices in which students supposedly engaged by using their textbooks. The educational implications of these findings are discussed.
机译：图相关实践中的多义性是一种现象，即单个图可以维持分配给它的不同含义。在学校科学中与图形相关的实践中，有关多义性的研究已经进行了相当多的研究，其中图形被更用作科学工具。但是，科学教科书中的图形也被用于教学目的，以说明特定领域的教科书内容，在这方面所做的经验较少。因此，本研究的目的是更好地理解科学教科书中图形在特定领域的教学中的多义性。从社会文化和文化历史的角度来看，我们认为多义性对图表提供的意义（符号）资源或为其分配含义的读者是无法还原的。从这个框架出发，我们同时进行了以下研究：（a）44位大学预科生物学学生分配给图的笛卡尔平面的意义，该图在荷兰高中生物学教科书（心电图）中通常用作教学工具； （b）该图提供的符号资源； （c）根据学生将要采取的教科书所规定的行动，将其作为教育实践的一部分。利用这种情况，我们在科学教科书中的图形教学中展示了多义性。反过来，我们展示了如何通过教科书提供的创造意义的资源以及与图相关的实践（学生应该通过使用其教科书参与）的结果来辩证地解释这种多义性。讨论了这些发现的教育意义。

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