Student Representations of Computation in the Physics Community
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ID: 282538
2021
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Abstract
Undergraduate physics education has greatly benefited from the introduction
of computational activities. However, despite the benefits computation has
delivered, we still lack a complete understanding of the computationally
integrated learning experience from the student perspective. In particular, we
are interested in investigating how students develop expert-like perceptions of
computation as a practice within the professional physics community. To
investigate this aspect of student development, we employ the Communities of
Practice framework, which describes how students navigate through a
professional community by appropriating the community's practices and goals as
personally important. We introduce the construct of a COP-Model as a student's
internal representation of a professional community that they develop as they
navigate that community. We used this construct to formulate a set of research
questions and semistructured interview protocols to explore how five physics
students represent the use of computation in their mental models of the global
physics community. We foreground these representations in the local academic
community established by their instructors in three concurrent computationally
integrated physics courses. We find that these students saw computation as a
normal and valuable part of physics practice, identified benefits of using
computation in alignment with the physics community, struggle with confidence
with regards to computation, and demonstrate some expectations for
computational proficiency that are misaligned with the physics community. We
establish these themes with interview excerpts and discuss implications for
instruction and future research.
| Reference Key |
headley2021student
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|---|---|
| Authors | W. Brian Lane; Cortney Headley |
| Journal | arXiv |
| Year | 2021 |
| DOI |
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