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Physical Review Physics Education Research
written by Patti C. Hamerski, Daryl R. McPadden, Marcos D. Caballero, and Paul W. Irving
High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science classroom or about how to help students overcome these challenges. This case study explores these challenges from the perspectives of students in a high school physics classroom with a newly revamped, computation-integrated curriculum. Focusing mainly on interviews to center the perspectives of students, we found that computation is a double-edged sword: It can make science learning more authentic for students who are familiar with it, but it can also generate frustration and an aversion towards physics for students who are not.
Physical Review Physics Education Research: Volume 18, Issue 2, Pages 020109
Subjects Levels Resource Types
Education Foundations
- Problem Solving
= Frameworks
= Processes
- Student Characteristics
= Ability
= Affect
= Skills
Education Practices
- Instructional Material Design
- Technology
= Computers
General Physics
- Physics Education Research
Other Sciences
- Computer Science
- High School
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.020109
NSF Number:
DRL-1741575
Keywords:
AP Physics, AP Physics case study, Computation in high school, Computational Physics, coding in high school, coding physics
Record Creator:
Metadata instance created August 28, 2022 by Lyle Barbato
Record Updated:
May 3, 2023 by Caroline Hall
Last Update
when Cataloged:
August 2, 2022
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AIP Format
P. Hamerski, D. McPadden, M. Caballero, and P. Irving, , Phys. Rev. Phys. Educ. Res. 18 (2), 020109 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.020109).
AJP/PRST-PER
P. Hamerski, D. McPadden, M. Caballero, and P. Irving, Students’ perspectives on computational challenges in physics class, Phys. Rev. Phys. Educ. Res. 18 (2), 020109 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.020109>.
APA Format
Hamerski, P., McPadden, D., Caballero, M., & Irving, P. (2022, August 2). Students’ perspectives on computational challenges in physics class. Phys. Rev. Phys. Educ. Res., 18(2), 020109. Retrieved July 16, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.020109
Chicago Format
Hamerski, P, D. McPadden, M. Caballero, and P. Irving. "Students’ perspectives on computational challenges in physics class." Phys. Rev. Phys. Educ. Res. 18, no. 2, (August 2, 2022): 020109, https://doi.org/10.1103/PhysRevPhysEducRes.18.020109 (accessed 16 July 2024).
MLA Format
Hamerski, Patti C., Daryl R. McPadden, Marcos D. Caballero, and Paul Irving. "Students’ perspectives on computational challenges in physics class." Phys. Rev. Phys. Educ. Res. 18.2 (2022): 020109. 16 July 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.020109>.
BibTeX Export Format
@article{ Author = "Patti C. Hamerski and Daryl R. McPadden and Marcos D. Caballero and Paul Irving", Title = {Students’ perspectives on computational challenges in physics class}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {2}, Pages = {020109}, Month = {August}, Year = {2022} }
Refer Export Format

%A Patti C. Hamerski %A Daryl R. McPadden %A Marcos D. Caballero %A Paul Irving %T Students' perspectives on computational challenges in physics class %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %D August 2, 2022 %P 020109 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020109 %O application/pdf

EndNote Export Format

%0 Journal Article %A Hamerski, Patti C. %A McPadden, Daryl R. %A Caballero, Marcos D. %A Irving, Paul %D August 2, 2022 %T Students' perspectives on computational challenges in physics class %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %P 020109 %8 August 2, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020109


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