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

A small group of interested upper secondary education students participated in a workshop where they created a particle-based physics engine and used the engine to implement a hanging cloth simulation and a two-dimensional heat diffusion model of their own creation. During the implementation of thei...

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Autores principales:	Kim Svensson, Urban Eriksson, Ann-Marie Pendrill
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/a5356bdbdfbf4a4b91b8bc3ed64a00da
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spelling	oai:doaj.org-article:a5356bdbdfbf4a4b91b8bc3ed64a00da2021-12-02T13:14:17ZProgramming and its affordances for physics education: A social semiotic and variation theory approach to learning physics10.1103/PhysRevPhysEducRes.16.0101272469-9896https://doaj.org/article/a5356bdbdfbf4a4b91b8bc3ed64a00da2020-05-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.010127http://doi.org/10.1103/PhysRevPhysEducRes.16.010127https://doaj.org/toc/2469-9896A small group of interested upper secondary education students participated in a workshop where they created a particle-based physics engine and used the engine to implement a hanging cloth simulation and a two-dimensional heat diffusion model of their own creation. During the implementation of their models, learning opportunities present themselves in the form of opening up and exploring different dimensions of variation for the students. By varying aspects and discerning how these changes affect the program, students can construct meaning about the system. The students were video and audio recorded during the workshop and interviewed afterwards. Based on the transcripts, students use of programming was analyzed using social semiotics and variation theory of learning with a focus on the three aspects: coding, visualization, and interaction. The analysis identifies usages of programming such as a transductive link between semiotic systems, the ease of varying and iterating aspects, and the ability to enter into a loop of discovery and understanding.Kim SvenssonUrban ErikssonAnn-Marie PendrillAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 1, p 010127 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Kim Svensson Urban Eriksson Ann-Marie Pendrill Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics
description	A small group of interested upper secondary education students participated in a workshop where they created a particle-based physics engine and used the engine to implement a hanging cloth simulation and a two-dimensional heat diffusion model of their own creation. During the implementation of their models, learning opportunities present themselves in the form of opening up and exploring different dimensions of variation for the students. By varying aspects and discerning how these changes affect the program, students can construct meaning about the system. The students were video and audio recorded during the workshop and interviewed afterwards. Based on the transcripts, students use of programming was analyzed using social semiotics and variation theory of learning with a focus on the three aspects: coding, visualization, and interaction. The analysis identifies usages of programming such as a transductive link between semiotic systems, the ease of varying and iterating aspects, and the ability to enter into a loop of discovery and understanding.
format	article
author	Kim Svensson Urban Eriksson Ann-Marie Pendrill
author_facet	Kim Svensson Urban Eriksson Ann-Marie Pendrill
author_sort	Kim Svensson
title	Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics
title_short	Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics
title_full	Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics
title_fullStr	Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics
title_full_unstemmed	Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics
title_sort	programming and its affordances for physics education: a social semiotic and variation theory approach to learning physics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/a5356bdbdfbf4a4b91b8bc3ed64a00da
work_keys_str_mv	AT kimsvensson programminganditsaffordancesforphysicseducationasocialsemioticandvariationtheoryapproachtolearningphysics AT urbaneriksson programminganditsaffordancesforphysicseducationasocialsemioticandvariationtheoryapproachtolearningphysics AT annmariependrill programminganditsaffordancesforphysicseducationasocialsemioticandvariationtheoryapproachtolearningphysics
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Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics

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