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Physical Review Physics Education Research
written by Saeed Salimpour, Russell Tytler, Urban Eriksson, and Michael Fitzgerald
Our aesthetic response to the Universe, and the complexity of concepts through which we understand it, are inherently bound together in how we meaningfully interpret its nature. Over millennia the abstracted and intangible concepts of science have been developed and communicated through a rich array of representations across a variety of modes. The interpretation of such representations is a complex multidimensional and multimodal endeavor. This is particularly an issue in education where novices can struggle to engage with unfamiliar canonical representations. Learning in a discipline can be characterized as a process of developing disciplinary discernment in apprehending and using these representational systems. Using representations concerning the geometry of the Universe, evolution of the Universe, and cosmological expansion as examples, this paper provides an in-depth overview of the various multimodal representations through which concepts in cosmology are understood and communicated. In so doing this work unpacks the salient features of these representations in order to develop an underlying framework which we call the anatomy of representations (AOR). This study, in reviewing and analyzing representations in cosmology, explores this landscape of cosmology representations. This will allow for the characterization of how semiotic resources are mobilized, changed, and connections are made between various representational modes and levels, and an exploration of the landscape of cosmology and cosmology education. The AOR framework is intended as a guide for educators, including textbook authors, to support the development and interpretation of representations.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 013104
Subjects Levels Resource Types
Astronomy
- Cosmology
Education - Applied Research
- Instructional Material Design
Education - Basic Research
- Cognition
= Cognition Development
- Learning Theory
= Representations
- Problem Solving
= Representational Use
General Physics
- Physics Education Research
- Graduate/Professional
- High School
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Educators
- Administrators
- Researchers
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.013104
Keywords:
cosmology representations, instructional design, schema, visualization
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
May 24, 2021
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AIP Format
S. Salimpour, R. Tytler, U. Eriksson, and M. Fitzgerald, , Phys. Rev. Phys. Educ. Res. 17 (1), 013104 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.013104).
AJP/PRST-PER
S. Salimpour, R. Tytler, U. Eriksson, and M. Fitzgerald, Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education, Phys. Rev. Phys. Educ. Res. 17 (1), 013104 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.013104>.
APA Format
Salimpour, S., Tytler, R., Eriksson, U., & Fitzgerald, M. (2021, May 24). Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education. Phys. Rev. Phys. Educ. Res., 17(1), 013104. Retrieved June 16, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.013104
Chicago Format
Salimpour, S, R. Tytler, U. Eriksson, and M. Fitzgerald. "Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education." Phys. Rev. Phys. Educ. Res. 17, no. 1, (May 24, 2021): 013104, https://doi.org/10.1103/PhysRevPhysEducRes.17.013104 (accessed 16 June 2024).
MLA Format
Salimpour, Saeed, Russell Tytler, Urban Eriksson, and Michael Fitzgerald. "Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 013104. 16 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.013104>.
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@article{ Author = "Saeed Salimpour and Russell Tytler and Urban Eriksson and Michael Fitzgerald", Title = {Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {1}, Pages = {013104}, Month = {May}, Year = {2021} }
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%A Saeed Salimpour %A Russell Tytler %A Urban Eriksson %A Michael Fitzgerald %T Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D May 24, 2021 %P 013104 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.013104 %O text/html

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%0 Journal Article %A Salimpour, Saeed %A Tytler, Russell %A Eriksson, Urban %A Fitzgerald, Michael %D May 24, 2021 %T Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 013104 %8 May 24, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.013104


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