Towards understanding learning challenges involving sign convention in introductory level kinematics

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Coming to appropriately appreciate the meaning of algebraic signs is an important aspect in introductory kinematics. However, in this educational context, the “disciplinary relevant aspects“ of algebraic signs across vector and scalar representations are extremely difficult to discern. Our study explores the “relevance structure“ that one-dimensional kinematics problems evoked for introductory level university physics students across two very different educational systems which have, in PER terms, progressive teaching environments: Sweden (n=60) and South Africa (n=24). The outcomes of two previous PER studies are used to provide the analytic basis for formulating categories of relevance structure. Aspects of a contemporary PER-developed social semiotics perspective (referred to here in terms of communication practices) are used to discuss implications for teaching in the given educational context of introductory kinematics.

Titel på värdpublikationPhysics Education Research Conference Proceedings
FörlagAmerican Association of Physics Teachers
Antal sidor4
StatusPublished - 2018
EvenemangPhysics Education Research Conference, PERC 2018 - Washington, USA
Varaktighet: 2016 aug. 12016 aug. 2


NamnPhysics Education Research Conference Proceedings
ISSN (tryckt)1539-9028


KonferensPhysics Education Research Conference, PERC 2018

Ämnesklassifikation (UKÄ)

  • Annan fysik


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