PERC 2025 Abstract Detail Page
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| Abstract Title: | Student experiences in a computational physics lab through the lens of physics computational literacy |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Computational physics is a key part of what it means to do physics in the twenty-first century. However, upper division computational physics remains a largely understudied area. We set out to understand the experiences of students in an upper division computational physics lab curriculum. To that end we conducted semi-structured interviews with five students at the end of their second of three terms in the course sequence. We then analyzed these interviews utilizing the emerging framework of Physics Computational Literacy. First, we found that the way students express how they learn computational physics implies they are making tradeoffs between their development of the different aspects of computational literacy. Second we found that how students approach developing social computational literacy varies across individuals, and is driven by unspoken assumptions. |
| Session Time: | Poster Session A |
| Poster Number: | A-78 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Luke Nearhood Oregon State University |
| Co-Author(s) and Co-Presenter(s) |
Patti Hamerski (she/her), Oregon State University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
