In this paper, we investigate difficulties for students in interpreting images and simulations in astronomy. To analyze images and animations we adopted the socio- semiotic theoretical framework by Kress and Van Leeuwen. This framework allowed us to categorize images and simulations according to their representational structures -namely, the way in which symbols and signs are organized for communication. First, six images from a textbook and two internet simulations were analyzed according to the framework. Then, we designed a 40-minute interview about the phenomenon represented in the images and the animations. Analysis of answers showed that difficulties are linked to the spatial distribution of symbols and signs, the presence of real/symbolic elements, and the relationships between different images. Our results may help to inform the design of visual instructional materials.
Students’ Difficulties in Interpreting Images and Simulations about Astronomy Phenomena / Testa, Italo; Arturo, Colantonio; Galano, Silvia; Silvio, Leccia; Emanuella, Puddu. - 39 B:(2016), pp. 39-46. (Intervento presentato al convegno MPTL 2015 tenutosi a Munchen nel Settembre 2015).
Students’ Difficulties in Interpreting Images and Simulations about Astronomy Phenomena.
TESTA, ITALO;GALANO, SILVIA;
2016
Abstract
In this paper, we investigate difficulties for students in interpreting images and simulations in astronomy. To analyze images and animations we adopted the socio- semiotic theoretical framework by Kress and Van Leeuwen. This framework allowed us to categorize images and simulations according to their representational structures -namely, the way in which symbols and signs are organized for communication. First, six images from a textbook and two internet simulations were analyzed according to the framework. Then, we designed a 40-minute interview about the phenomenon represented in the images and the animations. Analysis of answers showed that difficulties are linked to the spatial distribution of symbols and signs, the presence of real/symbolic elements, and the relationships between different images. Our results may help to inform the design of visual instructional materials.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
