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Abstract Title: Comparing Students’ Perceptions of Reality in Experimental and Computational Activities
Abstract: There has been a push in physics education to incorporate computation into the classroom in a meaningful way; however, there is still much to learn about how combining computational work with traditional laboratory work can support student learning. This scenario is especially relevant to a studio classroom where lecture and lab activities are integrated. For an IPLS studio course, we have developed an experimental microscope activity to complement a computational activity that models the diffusive motion of particles in solution. The microscope activity was designed for students to develop and test their own hypotheses about microbead solutions experiencing diffusion. Taking a resource theory perspective, we compare the experimental and computational activities by analyzing student responses to pre- and post-lab questions. We find that students perceive different aspects of each activity to be more "real" or "ideal" representations of diffusion, and more students discuss these ideas after engaging in both activities.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A100
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Daniel Weller
Michigan State University
and Co-Presenter(s)
Kathleen Hinko, Michigan State University; Vashti Sawtelle, Michigan State University

Contributed Poster

Contributed Poster: Download the Contributed Poster