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Abstract Title: Working with Computational Anxiety: Assessing Student Affect in Learning Computation in Introductory Mechanics
Abstract: An introductory physics course at Georgia Tech requires students learn numerical computation for describing physical phenomenon that are not amenable to being solved using analytic methods. Students' motivation to learn computation and anxiety about solving computational exercises varies greatly. The attitudes, interests, and values that students exhibit when learning a subject can play a role in their motivation to and anxiety about learning the subject. We present a brief overview of the development of a new tool, the Computation Modeling in Physics Attitudinal Student Survey (COMPASS), aimed at helping to characterize students' attitudes about, interests in, and values concerning computation as well as preliminary measurements derived from this instrument.
Abstract Type: Gallery Session Poster
Poster Gallery Session: Fostering Computational Thinking

Contributed Poster

Contributed Poster: Download the Contributed Poster

Author/Organizer Information

Primary Contact: Matthew A. Kohlmyer
North Carolina State University
Raleigh, NC
Co-Author(s)
and Co-Presenter(s)
Marcos D Caballero, Georgia Institute of Technology
Michael F. Schatz, Georgia Institute of Technology