Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics
(2020) In Physical Review Physics Education Research 16(1).- 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.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/21fbed99-2522-4d37-a00b-5364976f4a1f
- author
- Svensson, Kim LU ; Eriksson, Urban LU and Pendrill, Ann-Marie LU
- organization
- publishing date
- 2020-05-13
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Affordances, Physics Education Research, Programming, Social Semiotics, Variation Theory
- categories
- Higher Education
- in
- Physical Review Physics Education Research
- volume
- 16
- issue
- 1
- article number
- 010127
- publisher
- American Physical Society
- external identifiers
-
- scopus:85090151497
- ISSN
- 2469-9896
- DOI
- 10.1103/PhysRevPhysEducRes.16.010127
- project
- Programming in Physics Education
- language
- English
- LU publication?
- yes
- id
- 21fbed99-2522-4d37-a00b-5364976f4a1f
- date added to LUP
- 2020-06-29 16:17:58
- date last changed
- 2024-01-31 22:49:32
@article{21fbed99-2522-4d37-a00b-5364976f4a1f, 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.}}, author = {{Svensson, Kim and Eriksson, Urban and Pendrill, Ann-Marie}}, issn = {{2469-9896}}, keywords = {{Affordances; Physics Education Research; Programming; Social Semiotics; Variation Theory}}, language = {{eng}}, month = {{05}}, number = {{1}}, publisher = {{American Physical Society}}, series = {{Physical Review Physics Education Research}}, title = {{Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics}}, url = {{https://lup.lub.lu.se/search/files/81201635/PhysRevPhysEducRes.16.010127.pdf}}, doi = {{10.1103/PhysRevPhysEducRes.16.010127}}, volume = {{16}}, year = {{2020}}, }