Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics

Kim Svensson; Urban Eriksson; Ann-Marie Pendrill

doi:10.1103/PhysRevPhysEducRes.16.010127

Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics

Kim Svensson, Urban Eriksson, Ann-Marie Pendrill

National Resource Centre for Physics Education

Research output: Contribution to journal › Article › peer-review

198 Downloads (Pure)

Abstract

The paper describes a theoretical analysis of programming and what it offers in terms of the meaning-making process. It finds that programming provide opportunity to iterate, to visualise and to perform transductions. Each affordance has been shown to affect the meaning-making process and can enhance it if used in a meaningful way. By using variation theory as a lens of these affordances, we identify that the different affordances, provided by programming, can be used to great effect in a learning environment and showcases some excerpts from an earlier study that shows this.

Original language	English
Article number	010127
Journal	Physical Review Physics Education Research
Volume	16
Issue number	1
DOIs	https://doi.org/10.1103/PhysRevPhysEducRes.16.010127
Publication status	Published - 2020 May 13

Subject classification (UKÄ)

Other Physics Topics
Didactics (including General and Subject Didactics)

Free keywords

Affordances
Physics Education Research
Programming
Social Semiotics
Variation Theory

Access to Document

10.1103/PhysRevPhysEducRes.16.010127Licence: CC BY

PhysRevPhysEducRes.16.010127Final published version, 1.08 MBLicence: CC BY

1 Paper in conference proceeding
1 Doctoral Thesis (compilation)
1 Licentiate Thesis

Linking Programming to Representations: Understanding meaning-making in physics education through semiotic resources
Svensson, K., 2022 Apr 20, Lund: Media-Tryck, Lund University, Sweden. 304 p.
Research output: Thesis › Doctoral Thesis (compilation)

Open Access
File
Programming as a semiotic system to support physics students' construction of meaning: A pilot study
Svensson, K., Eriksson, U., Pendrill, A.-M. & Ouattara, L., 2020 Apr 1, International Conference on Physics Education (ICPE) 2018. IOP Publishing, Vol. 1512. 012026. (Journal of Physics: Conference Series; vol. 1512).
Research output: Chapter in Book/Report/Conference proceeding › Paper in conference proceeding › peer-review

Open Access
File
91 Downloads (Pure)
"This pen is a rocket": Semiotic Resources, Affordances and using programming in physics education.
Svensson, K., 2020 Feb 26, Lund: Media-Tryck, Lund University, Sweden. 159 p.
Research output: Thesis › Licentiate Thesis

File

1 Finished

Programming in Physics Education
Svensson, K. (Researcher)
2018/01/01 → 2022/05/19
Project: Dissertation

Cite this

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abstract = "The paper describes a theoretical analysis of programming and what it offers in terms of the meaning-making process. It finds that programming provide opportunity to iterate, to visualise and to perform transductions. Each affordance has been shown to affect the meaning-making process and can enhance it if used in a meaningful way. By using variation theory as a lens of these affordances, we identify that the different affordances, provided by programming, can be used to great effect in a learning environment and showcases some excerpts from an earlier study that shows this.",

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Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics

Abstract

Subject classification (UKÄ)

Free keywords

Access to Document

Fingerprint

Research output

Linking Programming to Representations: Understanding meaning-making in physics education through semiotic resources

Programming as a semiotic system to support physics students' construction of meaning: A pilot study

"This pen is a rocket": Semiotic Resources, Affordances and using programming in physics education.

Projects

Programming in Physics Education

Cite this