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Exploring how students use sandbox software to move between the physical and the formal
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.ORCID iD: 0000-0002-9185-628X
2017 (English)In: PERC Proceedings, Cincinnati, OH, 2017, p. 128-131Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we present a theoretical framework based on Hestenes's discussion of modeling in physics and diSessa's early theories on creativity-based digital learning environments. We use this framework to formulate new understandings of how a pair of students work with an open-ended physics sandbox software, Algodoo, alongside a physical laboratory setup. Algodoo is a digital environment that makes it possible for students to create simple, two-dimensional models of physical phenomena. We identify Algodoo's role as that of a semi-formalism, whereby the students made use of the software in their process of modeling as a means of moving between the physical, experimental context and the formal, mathematical representations associated with that context. We propose a hypothesis to be tested in future research and suggest further avenues for exploration in relation to the proposed theoretical framework.

Place, publisher, year, edition, pages
Cincinnati, OH, 2017. p. 128-131
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-344009DOI: 10.1119/perc.2017.pr.027OAI: oai:DiVA.org:uu-344009DiVA, id: diva2:1187466
Conference
Physics Education Research Conference, Cincinnati, OH
Funder
Swedish Research Council, 2016-0411Available from: 2018-03-05 Created: 2018-03-05 Last updated: 2018-03-05Bibliographically approved

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  • apa
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