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Abstract Title: Computationally Native Epistemic Games
Abstract: With the growing push to include computational modeling in the physics classroom, we are faced with the need to better understand students' computational modeling practices. While existing research on programming comprehension explores how novices and experts generate programming algorithms, little of this discusses how domain content knowledge can influence students' programming practices. "Epistemic games," which are coherent sequences of actions that are enacted to fulfill a particular set of expectations, explicitly link students' practices with their knowledge base. While these have generally been limited to describing analytic problem solving practices, they can also provide a means for addressing the interaction between content knowledge and programming practices. I will present a set of epistemic games which can be used, along with Resource Theory and framing, to describe novice students' computational modeling practices.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brandon Lunk
2401 Stinson Drive
Raleigh, NC 27695