The Variation of University Physics Students’ Experience of Plus and Minus Signs in 1D Vector-kinematics Revisited
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 t
