arXiv subjects

Arianna Steri

Publications and source records attributed to Arianna Steri.

2 recordsLinked to original sources

arXiv2026

Semiotic problem framing: a new framework to guide students and teachers in conceptual understanding and teaching of physics

Problem solving in physics requires more than applying formulas: it involves describing and modeling phenomena, connecting mathematics with physics, and justifying reasoning choices. This process, known as problem framing, has been extensively studied in its cognitive and epistemic dimensions, but its semiotic aspects - how visuals, symbols, language, and metaphors shape understanding - remain underexplored. Physics relies on multiple representational modes that must be coordinated to construct meaning, and semiotics plays a central role in this integration. In this theoretical paper, we propose a new framework - the Semiotic Problem Framing - that explicitly incorporates semiotics into existing problem framing in physics. SPF highlights how students mobilize and shift across linguistic, visual, symbolic, and metaphorical resources in problem solving. For students, it offers a guide to structure reasoning and develop representational fluency; for teachers, it provides a diagnostic tool to scaffold and monitor learning processes. SPF enables analysis of reasoning patterns and error types not captured in previous frameworks, and suggests new directions for instructional design in physics education.

physics.ed-ph↗

arXiv2024

Using storytelling to foster the teaching and learning of gravitational waves physics at high-school

Studies in Physics Education Research show that interdisciplinary approaches in education foster students' motivation, creativity, curiosity, and interest in physics. We discuss their features and potential role in bringing contemporary physics topics to high school, and how to use them to integrate formal educational programs. We make an explicit example of the use of storytelling and theatrical techniques to introduce secondary school students to black holes and gravitational waves topics. The activity has been designed by the Educational Division of the Physics Department at the University of Cagliari. Participants were 200 high-school students (17 to 19 years old) from five schools (scientific, humanities) in Sardinia. A measure of the efficacy in the use of artistic tools to communicate and teach the proposed subjects has been done utilizing a research questionnaire. We collected 76 answers. Results show that our methodology is useful to introduce students to contemporary physics themes, fostering their interest and learning of such contents. Students from humanities significantly appreciated more the use of poetry and artistic tools than their scientific peers. Finally, we discuss the potentiality of our approach in orientating students towards a STEAM (STEM and Arts) career.

physics.ed-ph↗