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

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift

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.

Detaljer

Författare
Enheter & grupper
Forskningsområden

Ämnesklassifikation (UKÄ) – OBLIGATORISK

  • Annan fysik
  • Didaktik

Nyckelord

Originalspråkengelska
Artikelnummer010127
TidskriftPhysical Review Physics Education Research
Volym16
Utgåva nummer1
StatusPublished - 2020 maj 13
PublikationskategoriForskning
Peer review utfördJa

Nedladdningar

Ingen tillgänglig data

Relaterad forskningsoutput

Kim Svensson, Urban Eriksson, Ann-Marie Pendrill & Ouattara, L., 2020 apr 1, International Conference on Physics Education (ICPE) 2018. IOP Publishing, Vol. 1512. 012026. (Journal of Physics: Conference Series; vol. 1512).

Forskningsoutput: Kapitel i bok/rapport/Conference proceedingKonferenspaper i proceeding

Kim Svensson, 2020 feb 26, Lund: Media-Tryck, Lund University, Sweden. 159 s.

Forskningsoutput: AvhandlingLicentiatavhandling

Visa alla (2)

Related projects

Kim Svensson

2018/01/012022/12/24

Projekt: ForskningUndervisning

Visa alla (1)