PERC 2024 Abstract Detail Page
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| Abstract Title: | How Computational Physics Students Improve their Computational Literacy |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Physics students now use computation from the introductory level until the advanced level, but little is known about how or why they develop their programming skill. We have interviewed computational physics students toward the end of their studies to understand how and why their programming practice has changed. We found that there is a qualitative change in how they write and think about code when they encounter large collaborative coding projects. These projects challenge students with their inherent complexity, pushing them to make their code more readable and sophisticated. The collaborative nature of these projects also play a big part in making students reflect on their choices and learn from each other. Though this is only one example of how to teach computational physics, we discuss implications for teaching from these student experiences. |
| Session Time: | Poster Session 2 |
| Poster Number: | B48 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Karl Henrik Fredly University of Oslo Oslo, Non U.S. 1463 Phone: +4741352493 |
| Co-Author(s) and Co-Presenter(s) |
Tor Ole Odden, University of Oslo Benjamin Zwickl, Rochester Institute of Technology |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
