PERC 2022 Abstract Detail Page
Previous Page | New Search | Browse All
| 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 |
| Co-Author(s) 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 |
