PERC 2016 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | Using phenomenography to better understand student development with computational physics |
|---|---|
| Abstract: | In Projects and Practices in Physics -- a highly interactive and technologically modern introductory physics classroom with a strong pedagogical foundation -- students are exposed to fundamental physics phenomena with the aid of computation. Within the context of this classroom, we have conducted a phenomenographic investigation of a small cohort of students. This cohort was exposed in-class to a "suite" of three scaffolded computational physics problems focusing on the fundamental physics phenomenon of force and motion. Over the three week duration of this "suite," we invited the cohort to repeated semi-structured interviews, one for each problem, in order to observe their development in approach to computational problems. From an analysis of the students' perceived variation in the computational features discerned to be critical, we have observed several qualitatively different categories of student development with modeling motion computationally. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Michael J. Obsniuk Michigan State University MI |
| Co-Author(s) and Co-Presenter(s) |
Paul W. Irving and Marcos (Danny) Caballero CREATE for STEM Institute Michigan State University Department of Physics and Astronomy Michigan State University |
