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

Research output: Contribution to journalArticle

Standard

Harvard

APA

CBE

MLA

Vancouver

Author

RIS

TY - JOUR

T1 - Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics

AU - Svensson, Kim

AU - Eriksson, Urban

AU - Pendrill, Ann-Marie

PY - 2020/5/13

Y1 - 2020/5/13

N2 - 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.

AB - 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.

KW - Affordances

KW - Physics Education Research

KW - Programming

KW - Social Semiotics

KW - Variation Theory

U2 - 10.1103/PhysRevPhysEducRes.16.010127

DO - 10.1103/PhysRevPhysEducRes.16.010127

M3 - Article

VL - 16

JO - Physical Review Physics Education Research

JF - Physical Review Physics Education Research

SN - 2469-9896

IS - 1

M1 - 010127

ER -