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Abstract Title: A framework for recognizing debugging in students computational model building
Abstract: In physics classrooms that incorporate computational modeling, students are given opportunities to learn the content and practices of physics and computational thinking.  At times, concentrating on computation can distract students from the physics, and vice versa. As researchers and instructors, we would like to know when students are learning physics and computation in mutually reinforcing ways.   Previous research suggests that when students are debugging, they are often engaged in disciplinary practices that are common to both computational modeling and physics.  This poster presents a framework for recognizing when students are debugging, based on screen capture data of high school students' computational model building.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C1

Author/Organizer Information

Primary Contact: Luke Conlin
Salem State University
352 Lafayette St
Salem, MA 01970-5348
Phone: 9785423018

Contributed Poster

Contributed Poster: Download the Contributed Poster