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1.	Eriksson, Moa, et al. (författare) The Variation of University Physics Students' Experience of Plus and Minus Signs in 1D Vector-kinematics Revisited 2022 Ingår i: African Journal of Research in Mathematics, Science and Technology Education. - : Taylor & Francis Group. - 1811-7295 .- 2469-7656. ; 26:1, s. 63-76 Tidskriftsartikel (refereegranskat)abstract This article revisits and expands upon a previous phenomenographic study characterising the qualitatively different ways in which South African undergraduate physics students may experience the use of +/- signs in one-dimensional kinematics (1DK). We find the original categorisation as applicable for interpreting Swedish university-level students' responses to 1DK questions. However, by way of a typology of potential learning outcomes associated with +/- signs in 1DK, our review of the topic reveals that the original study's treatment misses the implications of +/- signs related to time rate of change and graphical shape. We also add to the description of students' experience of +/- signs in 1DK by incorporating ideas from the Variation Theory of Learning and by focusing on some of the aspects of +/- signs in 1DK that were underemphasized in the original study. Our analysis thus provides a template for physics educators to support students' conceptual understanding of sign conventions in vector kinematics.

Eriksson, Moa, et al. (författare)
The Variation of University Physics Students' Experience of Plus and Minus Signs in 1D Vector-kinematics Revisited
2022
Ingår i: African Journal of Research in Mathematics, Science and Technology Education. - : Taylor & Francis Group. - 1811-7295 .- 2469-7656. ; 26:1, s. 63-76
Tidskriftsartikel (refereegranskat)abstract
- This article revisits and expands upon a previous phenomenographic study characterising the qualitatively different ways in which South African undergraduate physics students may experience the use of +/- signs in one-dimensional kinematics (1DK). We find the original categorisation as applicable for interpreting Swedish university-level students' responses to 1DK questions. However, by way of a typology of potential learning outcomes associated with +/- signs in 1DK, our review of the topic reveals that the original study's treatment misses the implications of +/- signs related to time rate of change and graphical shape. We also add to the description of students' experience of +/- signs in 1DK by incorporating ideas from the Variation Theory of Learning and by focusing on some of the aspects of +/- signs in 1DK that were underemphasized in the original study. Our analysis thus provides a template for physics educators to support students' conceptual understanding of sign conventions in vector kinematics.

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