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

Research output: Contribution to journalArticle

Bibtex

@article{21fbed9925224d37a00b5364976f4a1f,
title = "Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics",
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.",
keywords = "Affordances, Physics Education Research, Programming, Social Semiotics, Variation Theory",
author = "Kim Svensson and Urban Eriksson and Ann-Marie Pendrill",
year = "2020",
month = "5",
day = "13",
doi = "10.1103/PhysRevPhysEducRes.16.010127",
language = "English",
volume = "16",
journal = "Physical Review Physics Education Research",
issn = "2469-9896",
publisher = "American Physical Society",
number = "1",

}