[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601017-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601017-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","transduction-and-science-learning-multimodality-in-the-physics-laboratory","Transduction and Science Learning: Multimodality in the Physics Laboratory","","The paper examines how transduction shapes teaching and learning in science. Upper-secondary physics students work on a laboratory task using an IOLab device to locate Earth’s magnetic field direction and mark it with a paper arrow. A full multimodal transcription of interaction is analyzed to identify three distinct transductions of meaning, including use of the paper arrow as a persistent placeholder and coordinating hub for further meaning-making. Findings support classroom strategies focused on resources and new semiotic transitions that indicate learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/transduction-and-science-learning-multimodality-in-the-physics-laboratory/601017/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/transduction-and-science-learning-multimodality-in-the-physics-laboratory/601017.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How is transduction defined in the paper?","Question",{"text":63,"@type":64},"Transduction is defined as the movement of semiotic material from one mode (semiotic system) to another. This movement changes the meaning potential of the transduced material.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What task and data source did the researchers use?",{"text":68,"@type":64},"The researchers video-recorded pairs of upper-secondary physics students working with an open-ended laboratory task. Students used a handheld electronic measurement device (IOLab) to find Earth’s magnetic field direction and marked it with a paper arrow.",{"name":70,"@type":61,"acceptedAnswer":71},"What role did the paper arrow play in students’ meaning-making?",{"text":72,"@type":64},"Student transduction of meaning to the paper arrow enabled it to function as a persistent placeholder for prior meaning-making and as a coordinating hub for subsequent meaning-making.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601017,1793014337,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volkwyn, T. S., et al. (2019). Transduction and Science Learning: Multimodality in the Physics Laboratory. Designs for Learning, 11(1),16–29. DOI: [https://doi.org/10.16993/dfl.118](https://doi.org/10.16993/dfl.118)  \n\n| RESEARCH\u003Cbr>Transduction and Science Learning: Multimodality in the Physics Laboratory\u003Cbr>Trevor Stanton Volkwyn*,†, John Airey‡,*, Bor Gregorcic* and Filip Heijkenskjöld* |\n| --- |\n| In this paper we discuss the role of transduction in the teaching and learning of science. We video-filmed pairs of upper-secondary physics students working with a laboratory task designed to encourage transduction (Bezemer & Kress, 2008). The students were simply instructed to use a hand-held electronic measurement device (IOLab) to find the direction of the Earth’s magnetic field and mark its direction using a paper arrow.\u003Cbr>A full multimodal transcription of the student interaction was made. In our analysis of this transcription we identify three separate transductions of meaning. In particular, we observed that student transduction of meaning to the paper arrow allowed it to function as both a persistent placeholder for all the meaning making that had occurred up until that point and as a coordinating hub for further meaning making.\u003Cbr>Our findings lead us to recommend that teachers interrogate the set of resources necessary for appropriate disciplinary knowledge construction in the tasks they present to students. Here, teachers should think carefully about whether the introduction of a persistent placeholder would be useful and in that case what this placeholder could be. We also suggest that teachers should think about what persistent resource may function as a coordinating hub for the students.\u003Cbr>Finally, we suggest that teachers should be on the lookout for student transductions to new semiotic resources in their classrooms as a sign that learning is taking place. We claim that the constraining and complementary nature of transduction offers a good opportunity for teachers to check student understanding, since disciplinary meanings need to be coherent across semiotic systems (modes). |\n| Keywords: disciplinary affordance; pedagogical affordance; transduction; coordinating hub; placeholder; critical constellation; multimodal discourse analysis |\n\nIntroduction  \nIn this paper we discuss the role of transduction in the teaching and learning of science. We start out by discussing the function of physics devices and the role transduction plays in their operation. We then go on to illustrate the role that transduction can play in the teaching and learning of physics, both with and without the use of physics devices. Following Bezemer and Kress (2008), we define transduction as the movement of semiotic material from one mode (or semiotic system) to another. When semiotic material is moved from one semiotic system to another in this way, a number of changes occur. These changes radically alter the meaning potential of the transducted material. For an everyday example, consider the simple sentence “The man moved out of the way”. Here, we do not know anything about the direction that the man moved. However, when we transduct the  \n* Uppsala University, SE  \n† University of the Western Cape, ZA ‡ Stockholm University, SE  \nCorresponding author: Trevor Stanton Volkwyn ([trevor.volkwyn@physics.uu.se](trevor.volkwyn@physics.uu.se))  \nmeaning of this sentence to a diagram such ambiguity is no longer possible—a decision needs to be made about how to represent the movement of the man and this will necessarily entail a choice between the man moving left, right, backwards, forwards, ducking down, leaning to one side, etc. In this paper we will illustrate the ways in which physicists tacitly use the changes in meaning potential that transduction entails to both do physics and teach physics. The data consists of video recordings of pairs of high school students working with an open-ended laboratory task. Analysis of a multimodal transcripti","cbCaiaXwVj25fHFk","https://ap.wps.com/l/cbCaiaXwVj25fHFk","pdf",1166457,14,"English","# Introduction\n# Transduction in Physics—the role of the device\n## Intensify\n## Filter","[{\"question\":\"How is transduction defined in the paper?\",\"answer\":\"Transduction is defined as the movement of semiotic material from one mode (semiotic system) to another. This movement changes the meaning potential of the transduced material.\"},{\"question\":\"What task and data source did the researchers use?\",\"answer\":\"The researchers video-recorded pairs of upper-secondary physics students working with an open-ended laboratory task. Students used a handheld electronic measurement device (IOLab) to find Earth’s magnetic field direction and marked it with a paper arrow.\"},{\"question\":\"What role did the paper arrow play in students’ meaning-making?\",\"answer\":\"Student transduction of meaning to the paper arrow enabled it to function as a persistent placeholder for prior meaning-making and as a coordinating hub for subsequent meaning-making.\"}]","Transduction and Science Learning: Multimodality in the Physics Laboratory | PDF",1792091815,35]