A Comparison of Programming Languages and Algebraic Notation as Expressive Languages for Physics
A Comparison of Programming Languages and Algebraic Notation as Expressive Languages for Physics
复制标题
编程语言和代数符号作为物理表达语言的比较
DOI：
10.1023/a:1011434026437
复制
发表时间：
2001
期刊：
影响因子：
--
通讯作者：
B. Sherin
中科院分区：
文献类型：
--
作者：
B. Sherin
本工作的目的是考虑替换的某些含义，出于物理教学的目的，用编程语言来代数符号。什么是新颖的是，我比以前的工作更重要的是，编程语言可以充当物理教学的主要代表体系的可能性。这意味着将编程视为具有相似状态的编程并在物理学习中执行与代数符号相似的功能。为了解决用编程替换常规符号系统的含义，我首先以两个非正式的猜想开始：（1）基于编程的表示，学生比基于方程式的表示更容易理解，并且（2）基于编程的表示可能会享受某些不同的``直观词汇''的特权。与代数-Physics.S相关的是，在完善和解决这些猜想的过程中，我介绍了一个基于两个理论构造的框架，即我称之为互动的设备和符号形式。这项工作的结论是，代数 - 物理可以将其特征在于平衡与平衡的物理学，而编程物理学则是过程和因果关系的物理学。更一般而言，这项工作为理解特定符号系统的使用如何影响学生的概念化提供了理论和经验的基础。
The purpose of the present work is to consider some of the implications of replacing, for the purposes of physics instruction, algebraic notation with a programming language. Whatis novel is that, more than previous work, I take seriously the possibility that a programming language can function as the principle representational system for physics instruction. This means treating programming as potentially having a similar status and performing a similar function to algebraic notation in physics learning. In order to address the implications of replacing the usual notational system with programming, I begin with two informal conjectures: (1) Programming-based representations might be easier for students to understand than equation-based representations, and (2) programming-based representations might privilege a somewhat different ``intuitive vocabulary.'' If the second conjecture is correct, it means that the nature of the understanding associated with programming-physics might be fundamentally different than the understanding associated with algebra-physics.In order to refine and address these conjectures, I introduce a framework based around two theoretical constructs, what I callinterpretive devices and symbolic forms. A conclusion of this work is that algebra-physics can be characterized as a physics of balance and equilibrium, and programming-physics as a physics of processes and causation. More generally, this work provides a theoretical and empirical basis for understanding how the use of particular symbol systems affects students' conceptualization.