Physics computational literacy: An exploratory case study using computational essays
Physics computational literacy: An exploratory case study using computational essays
复制标题
物理计算素养：使用计算论文的探索性案例研究
DOI：
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发表时间：
2019
影响因子：
3.1
通讯作者：
Marcos D. Caballero
中科院分区：
文献类型：
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作者：
T. Odden;E. Lockwood;Marcos D. Caballero
计算正在成为物理教育中一个日益重要的组成部分。然而，目前几乎没有学习理论可以用来帮助解释和预测与物理计算相关的独特挑战和负担。在这项研究中，我们采用了现有的计算素养理论，该理论假设计算学习可以分为材料方面、认知方面和社会方面，以适应本科生物理的背景。基于对本科生物理计算素养的探索性研究，使用一种新开发的教学工具，即计算作文，我们确定了学生在计算素养的这三个方面的各种实践、知识和信念。我们用从学生那里收集的数据来说明这些类别，这些学生在电学和磁学入门课上参与了计算论文的初步实施。我们的结论是，这个框架可以用来从理论上诊断学生在计算方面的困难，区分侧重于计算素养的材料和认知方面的教育方法，并强调计算作文等开放式项目对学生学习的好处和局限性。
Computation is becoming an increasingly important part of physics education. However, there are currently few theories of learning that can be used to help explain and predict the unique challenges and affordances associated with computation in physics. In this study, we adapt the existing theory of computational literacy, which posits that computational learning can be divided into material, cognitive, and social aspects, to the context of undergraduate physics. Based on an exploratory study of undergraduate physics computational literacy, using a newly-developed teaching tool known as a computational essay, we have identified a variety of student practices, knowledge, and beliefs across these three aspects of computational literacy. We illustrate these categories with data collected from students who engaged in an initial implementation of computational essays in an introductory electricity and magnetism class. We conclude by arguing that this framework can be used to theoretically diagnose student difficulties with computation, distinguish educational approaches that focus on material vs. cognitive aspects of computational literacy, and highlight the benefits and limitations of open-ended projects like computational essays to student learning.