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Abstract Title: How first-year university students frame computational tasks on radioactive decay
Abstract: We present case studies featuring first-year bio-science students in an introductory physics course who are learning to use computation. In a semi-structured cognitive interview setting, the students use computation to solve a radioactive decay problem and subsequently interpret their results. We observe the students approaching the task from a mathematical versus a computational point of view (task-level framing) and drawing on biology and physics knowledge to different degrees (disciplinary knowledge) while interpreting their results. In these cases, we leverage the observations to compare the way the students frame the computational activity, and present evidence for how this affects their interpretation of their results.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A78
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Odd Petter Sand
Centre for Computing in Science Education (CCSE), University of Oslo
Oslo, Norway, Phone: +4741047084
and Co-Presenter(s)
Tor Ole Odden (CCSE, Uni. of Oslo), Christine Lindstrøm (CCSE, Uni. of Oslo), Marcos D. Caballero (CCSE, Uni. of Oslo)

Contributed Poster

Contributed Poster: Download the Contributed Poster