Nous aurons l’honneur d’accueillir Urban Erikson, de l’Université de Uppsala en Suède, le vendredi 29 mai, de 14h à 16h,
Teachers’ approach to computation in physics classrooms analysed using social semiotics and the variation theory of learning
Abstract:
This study explores how Swedish upper secondary physics teachers used computation in their own classrooms after a professional development course on physics simulations. Drawing on social semiotics and variation theory of learning, the study analyses teachers’ implementations of Python/Processing simulations as tools for connecting formulas, code, visualizations, and physical phenomena. Teachers used computation in different ways, including demonstrations, laboratory activities, and course restructuring. Interviews and teaching materials show that teachers perceived programming as valuable for supporting variation, iteration, and exploration of complex physical systems. Several reported that students exceeded expectations, and that computational activities increased engagement among students who typically struggled with physics. At the same time, teachers identified time demands and programming fluency as important challenges. The study suggests that computation can support physics learning when used as an exploratory, multimodal tool rather than simply as a means of calculation.
La présentation se fera en anglais.
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