Using computational essays to scaffold professional physics practice
Using computational essays to scaffold professional physics practice
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DOI：
10.1088/1361-6404/abb8b7
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发表时间：
2020-06
影响因子：
0.7
通讯作者：
Tor Ole B Odden;A. Malthe‐Sørenssen
中科院分区：
文献类型：
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作者：
Tor Ole B Odden;A. Malthe‐Sørenssen
本文介绍了一种课程创新，旨在帮助学生体验真实的物理探究，重点是计算建模和科学交流。教育设计的中心是一种新型的作业，称为计算论文，这是在挪威奥斯陆大学的两个学期的中级电磁课程中开发和实施的。我们描述的动机，学习目标，并在计算论文项目中使用的脚手架，目的是其他教育工作者将能够复制和适应我们的设计。我们还报告了这种实施的初步结果，包括学生写的计算论文的主要特点，学生对调查过程的反思，以及自我报告的概念和态度的发展。基于这些发现，我们认为，计算论文可以在向学生介绍开放式的，基于探究的工作，并为未来的计算研究和学习奠定基础的关键作用。
This article describes a curricular innovation designed to help students experience authentic physics inquiry with an emphasis on computational modeling and scientific communication. The educational design centers on a new type of assignment called a computational essay, which was developed and implemented over the course of two semesters of an intermediate electricity and magnetism course at the University of Oslo, Norway. We describe the motivation, learning goals, and scaffolds used in the computational essay project, with the intention that other educators will be able to replicate and adapt our design. We also report on initial findings from this implementation, including key features of student-written computational essays, student reflections on the inquiry process, and self-reported conceptual and attitudinal development. Based on these findings, we argue that computational essays can serve a key role in introducing students to open-ended, inquiry-based work and setting the foundation for future computational research and studies.