Physicality, Modeling, and Agency in a Computational Physics Class

Autor/inn/en	Phillips, A. M.; Gouvea, E. J.; Gravel, B. E.; Beachemin, P. -H.; Atherton, T. J.
Titel	Physicality, Modeling, and Agency in a Computational Physics Class
Quelle	In: Physical Review Physics Education Research, 19 (2023) 1, Artikel 010121 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Phillips, A. M.) ORCID (Gouvea, E. J.) ORCID (Gravel, B. E.) ORCID (Atherton, T. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physics; Science Instruction; Teaching Methods; Models; Problem Solving; Philosophy; Scientists; Personal Autonomy; Creativity; Content Analysis; Computer Software; Student Projects; Design; Programming Languages; Computer Science Education; Graduate Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Problemlösen; Philosophie; Scientist; Wissenschaftler; Individuelle Autonomie; Kreativität; Inhaltsanalyse; Schulprojekt; Computer science lessons; Informatikunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Computation is intertwined with essentially all aspects of physics research and is invaluable for physicists' careers. Despite its disciplinary importance, integration of computation into physics education remains a challenge and, moreover, has tended to be constructed narrowly as a route to solving physics problems. Here, we broaden Physics Education Research's conception of computation by constructing a "metamodel"--a model of modeling--incorporating insights on computational modeling from the philosophy of science and prior work. The metamodel is formulated in terms of practices, things physicists do, and how these inform one another. We operationalize this metamodel in an educational environment that incorporates making, the creation of shared physical and digital artifacts, intended to promote students' agency, creativity, and self-expression alongside doing physics. We present a content analysis of student work from initial implementations of this approach to illustrate the very complex epistemic maneuvers students make as they engaged in computational modeling. We demonstrate how our metamodel can be used to understand student practices and conclude with implications of the metamodel for instruction and future research. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01