The materiality of narrative spaces: A theatre semiotics perspective into the teaching of physics

Pantidos, Panagiotis; Valakas, Kostas; Vitoratos, E.; Ravanis, Konstantinos

doi:10.1515/semi.2010.062

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…In the more specific area of science education, the educational environment is seen as a synthesis of semiotic agents that interact to produce meaning (Pantidos et al, 2010). The teaching of physics is particularly seen as an activity that involves creating connections amongst different signifying items and anchoring them to specific spatial and temporal contexts to explain theories.…”

Section: Materiality Across Research Areas and Disciplinesmentioning

confidence: 99%

The materiality key: how work on empirical data can improve analytical models and theoretical frameworks for multimodal discourse analysis

Maiorani

2024

Front. Commun.

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This article is a critical reflection on the way the notion of materiality informed the project and the development of The Kinesemiotic Body project carried out by a UK and German research teams and of the model of analysis it adopted, the Functional Grammar of Dance. It starts with an excursus of some of the most interesting developments in other discipline that turned to the investigation of materiality as an epistemological perspective, and it shows how the same type of focus has impacted on multimodal discourse analysis focusing on movement-based communication. The overarching theme that characterises this multidisciplinary attention to materiality is its anchoring function to the temporal and spatial coordinates in which social phenomena are contextualised, which is taken as the fundamental condition for shaping our perception and understanding of the world in all areas of experience and knowledge. A more specific example of how the notion of materiality impacted on the development of movement-based discourse analysis will be provided by an example of analysis of rich movement data captured live from professional dancers from the English National Ballet.

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Section: Materiality Across Research Areas and Disciplinesmentioning

confidence: 99%

The materiality key: how work on empirical data can improve analytical models and theoretical frameworks for multimodal discourse analysis

Maiorani

2024

Front. Commun.

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“…Roth and Lawless (2002) consider that the speaker's gestures, particularly iconic ones, transfer the viewer from the material place in which the inscription is contained (e.g., a drawing) to the place of narration. It should be noted that the narrative space is a mental "there" that differs from "here" where actions take place (Pantidos et al, 2010). In Figure 12, "there" refers to the air molecules that oscillate when, for example, a ship whistles and the sound reaches the passengers in the port.…”

Section: Making Conceptual Sequences In Science Teachingmentioning

confidence: 99%

Inscriptions in Science Teaching: From Realism to Abstraction

et al. 2022

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This article attempts to highlight inscriptions, i.e., photographs, drawings, diagrams, or graphs as autonomous carriers of meaning that can illuminate the different dimensions of a scientific concept. In addition, the article examines the inherent potential of diverse types of inscriptions to be combined with each other creating conceptual sequences and thus, crafting a narrative for the formation of a concept. For the formation of conceptual sequences the proper synthesis of both naturalistic and abstractive inscriptions that hold different types of information and complement each other is suggested. That is, inscriptions such as photographs that hold morphological relevance with their referent describing at the same time the everyday knowledge, as well as inscriptions such as graphs or equations that, from a morphological perspective, have a no linear connection to their referent and are related to the typical visual code of school knowledge. Thus, existing, transformed, or novel inscriptions can create conceptual continuums offering logical connections between visual codes from everyday experience and the codes of diagrams, graphs, and equations. From both the teachers and the students, when inscriptions cooperate with the human body, oral language, and other elements of the space, constitute a critical aspect in multimodal communication within school classrooms.

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The Contribution of the Human Body in Young Children’s Explanations About Shadow Formation

Herakleioti

Pantidos

2015

Res Sci Educ

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The materiality of narrative spaces: A theatre semiotics perspective into the teaching of physics

Cited by 3 publications

References 2 publications

The materiality key: how work on empirical data can improve analytical models and theoretical frameworks for multimodal discourse analysis

The materiality key: how work on empirical data can improve analytical models and theoretical frameworks for multimodal discourse analysis

Inscriptions in Science Teaching: From Realism to Abstraction

The Contribution of the Human Body in Young Children’s Explanations About Shadow Formation

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