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Abstract Title: Using phenomenography to better understand student development with computational physics
Abstract: In Projects and Practices in Physics -- a highly interactive and technologically modern introductory physics classroom with a strong pedagogical foundation -- students are exposed to fundamental physics phenomena with the aid of computation. Within the context of this classroom, we have conducted a phenomenographic investigation of a small cohort of students. This cohort was exposed in-class to a "suite" of three scaffolded computational physics problems focusing on the fundamental physics phenomenon of force and motion. Over the three week duration of this "suite," we invited the cohort to repeated semi-structured interviews, one for each problem, in order to observe their development in approach to computational problems. From an analysis of the students' perceived variation in the computational features discerned to be critical, we have observed several qualitatively different categories of student development with modeling motion computationally.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Michael J. Obsniuk
Michigan State University
and Co-Presenter(s)
Paul W. Irving and Marcos (Danny) Caballero

CREATE for STEM Institute
Michigan State University

Department of Physics and Astronomy
Michigan State University