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

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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.
Original languageEnglish
Article number010127
JournalPhysical Review Physics Education Research
Volume16
Issue number1
DOIs
Publication statusPublished - 2020 May 13

Subject classification (UKÄ)

  • Other Physics Topics
  • Didactics

Keywords

  • Affordances
  • Physics Education Research
  • Programming
  • Social Semiotics
  • Variation Theory

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