Variation theory as a lens for interpreting and guiding physics students' use of digital learning environments

• Published in: European journal of physics 2020-07, Vol.41 (4), p.45705
• Main Authors: Euler, Elias, Gregorcic, Bor, Linder, Cedric
• Format: Article
• Language: English
• Subjects: Algodoo; constraints; creativity; digital learning environments; dimension of variation; dimensions of variation; Fysik med inriktning mot fysikens didaktik; Physics with specialization in Physics Education; relevance structure; variation theory
• ISSN: 0143-0807; 1361-6404; 1361-6404
• DOI: 10.1088/1361-6404/ab895c

In this paper, we examine the implementation of a digital learning environment-namely, the physics software, Algodoo-which is less-constrained in its design than the digital learning environments typically used in physics education. Through an analysis of a case study, we explore a teaching arrangement wherein physics teachers responsively guide small groups of students as they use less-constrained DLEs in a mostly self-directed manner. Our analysis leads to practical recommendations for physics teachers in terms of (1) how to glean useful information about students' existing physics knowledge through observation and (2) how to responsively intervene so as to productively guide students toward the learning of particular physics content. These recommendations stem from our use of the variation theory of learning as a lens for physics students' use of digital learning environments.