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Abstract Title: Understanding physics identity in computationally integrated physics classrooms.
Abstract Type: Contributed Poster Presentation
Abstract: We present an investigation into the impact that computation in the physics classroom has on a student's sense of identity. We ask: how does computation change what a "good student" means in a physics classroom? To test the hypothesis that computation adds a new layer to the meaning of a "good physics student," a series of interviews were conducted with AP Physics high school students. Using a norm and values card sort interview, students were asked: 1) about their perspectives on the practices and important values of their classroom and 2) to identify what it means to be a good physics student and what an ideal physics classroom looks like. The interviews demonstrated a clear impact on students' perceptions of what it means to be a good physics student and suggests that computation can be a roadblock in the students' minds, rather than a tool to understand concepts more deeply.
Session Time: Poster Session 2
Poster Number: II-77

Author/Organizer Information

Primary Contact: Jacob Rodgers
Michigan State University
and Co-Presenter(s)
Paul Hamerski, Michigan State University
Daryl McPadden, Michigan State University
Marcos "Danny" Caballero, Michigan State University and University of Oslo
Paul Irving, Michigan State University