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We carried out a case study in a wave physics course at a Swedishuniversity in order to investigate the relations between the representations used in thelessons and the experience of meaning making in interview–discussions. The grounding ofthese interview–discussions also included obtaining a rich description of the lessonenvironment in terms of the communicative approaches used and the students’ preferencesfor modes of representations that best enable meaning making. The background for thisgrounding was the first two lessons of a 5-week course on wave physics (70 students).The data collection for both the grounding and the principal research questions consistedof video recordings from the first two lessons: a student questionnaire of studentpreferences for representations (given before and after the course) and video-recordedinterview–discussions with students (seven pairs and one on their own). The resultscharacterize the use of communicative approaches, what modes of representation wereused in the lectures, and the trend in what representations students’ preferred for meaningmaking, all in order to illustrate how students engage with these representations withrespect to their experienced meaning making. Interesting aspects that emerged from thestudy are discussed in terms of how representations do not, in themselves, necessarilyenable a range of meaning making; that meaning making from representations is criticallyrelated to how the representations get situated in the learning environment; and howconstellations of modes of disciplinary discourse may be necessary but not alwayssufficient. Finally, pedagogical comments and further research possibilities are presented.Web of Scienc

USING A DISCIPLINARY DISCOURSE LENS TO EXPLORE HOW REPRESENTATIONS AFFORD MEANING MAKING IN A TYPICAL WAVE PHYSICS COURSE