Towards understanding learning challenges involving sign convention in introductory level kinematics
(2018) Physics Education Research Conference, PERC 2018 In Physics Education Research Conference Proceedings 2018.- Abstract
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... (More)
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.
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- author
- Eriksson, Moa LU ; Linder, Cedric LU and Eriksson, Urban LU
- organization
- publishing date
- 2018
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- categories
- Higher Education
- host publication
- Physics Education Research Conference Proceedings
- series title
- Physics Education Research Conference Proceedings
- volume
- 2018
- pages
- 4 pages
- publisher
- American Association of Physics Teachers
- conference name
- Physics Education Research Conference, PERC 2018
- conference location
- Washington, United States
- conference dates
- 2016-08-01 - 2016-08-02
- external identifiers
-
- scopus:85061709372
- ISSN
- 1539-9028
- language
- English
- LU publication?
- yes
- id
- b7afc253-e0eb-4ae9-bf29-21dbe3ace5b5
- date added to LUP
- 2019-03-05 13:00:27
- date last changed
- 2022-04-25 21:42:22
@inproceedings{b7afc253-e0eb-4ae9-bf29-21dbe3ace5b5, abstract = {{<p>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.</p>}}, author = {{Eriksson, Moa and Linder, Cedric and Eriksson, Urban}}, booktitle = {{Physics Education Research Conference Proceedings}}, issn = {{1539-9028}}, language = {{eng}}, publisher = {{American Association of Physics Teachers}}, series = {{Physics Education Research Conference Proceedings}}, title = {{Towards understanding learning challenges involving sign convention in introductory level kinematics}}, volume = {{2018}}, year = {{2018}}, }