Students’ perspectives on computational challenges in physics class
Students’ perspectives on computational challenges in physics class
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DOI：
10.1103/physrevphyseducres.18.020109
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发表时间：
2022-02
影响因子：
3.1
通讯作者：
Paul C. Hamerski;Daryl McPadden;Marcos D. Caballero;P. Irving
中科院分区：
文献类型：
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作者：
Paul C. Hamerski;Daryl McPadden;Marcos D. Caballero;P. Irving
美国各地的高中科学教室正在响应号召，使计算成为科学学习的一部分。问题是，人们对计算可能给科学课堂带来的学习障碍以及如何帮助学生克服这些挑战知之甚少。本案例研究探讨了这些挑战，从学生的角度来看，在高中物理教室与新修订的，计算综合课程。主要集中在采访中集中学生的观点，我们发现，计算是一把双刃剑：它可以使科学学习更真实的学生谁是熟悉它，但它也可以产生挫折感和厌恶物理的学生谁不是。
High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science classroom or about how to help students overcome these challenges. This case study explores these challenges from the perspectives of students in a high school physics classroom with a newly revamped, computation-integrated curriculum. Focusing mainly on interviews to center the perspectives of students, we found that computation is a double-edged sword: It can make science learning more authentic for students who are familiar with it, but it can also generate frustration and an aversion towards physics for students who are not.