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