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Abstract Title: Resources: A Framework for Understanding Students' Computational Modeling Practices
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 both novices and experts generate programming algorithms, little of this discusses how domain content knowledge can influence students' programming practices. Resource Theory does provide a means for addressing the interaction between content knowledge and programming practices. I will present a framework for extending Resource Theory to describe students' computational modeling practices.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brandon Lunk
Elon University
601 Jones Ferry Rd
Apt A2
Carrboro, NC 27510