PERC 2024 Abstract Detail Page
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| Abstract Title: | Norwegian Teachers' Views on Programming in Physics and General Science |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Norway has recently implemented new science curriculum standards which explicitly include scientific programming. The curriculum documents provide little guidelines on how and to what extent programming should be used in science. To understand the effects of the new curriculum, we have surveyed Norwegian high school science teachers to find out what affordances they see with the use of programming, and what their challenges are. Our results show that most teachers have started using programming in a science context. They highlight textbook examples as an important resource, but they feel uncertain about how to integrate programming with science content. Physics teachers hold positive attitudes toward programming, and regard programming as a useful tool that enables students to learn more physics than before. We argue that teachers need continued support from teacher educators to advance the disciplinary integration of programming. Scientific practices should play a central role in these efforts. |
| Session Time: | Poster Session 2 |
| Poster Number: | B47 |
Author/Organizer Information | |
| Primary Contact: |
Henning Vinjusveen Myhrehagen PhD student, Department of Physics, University of Oslo |
| Co-Author(s) and Co-Presenter(s) |
Tor Ole B. Odden, Associate Professor, Department of Physics, University of Oslo. Ellen K. Henriksen, Professor, Department of Physics, University of Oslo. |
