Embodied programming with visual and tangible representations

In this paper, we discuss how meaning-making and knowledge in a particular area depends upon the representations used for expression and interaction. Based on a number of empirical examples, we discuss how new forms of representing computer programs turns the activity of programming from a mental to a largely embodied activity. With this follows that what it means to program, and to learn programming, becomes essentially different as the representational form changes. Thus, the different forms of representations implies not only different activities, but in effect also differences in the content and meaning-making of the activity at large. We argue that concrete representations should not be seen as ways of simplifying learning of particular concepts, but must instead be understood as redefinitions or alternative definitions of the concepts themselves.