Interactive Problem Solving Tutorials Through Visual Programming

Undreiu, Lucian M.; Schuster, David M.; Undreiu, Adriana

doi:10.1063/1.3021258

Cited by 2 publications

(3 citation statements)

References 6 publications

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“…In this view, students cue ideas based on the similarity between the target problem and features of prior examples in which the principle has been applied. In reality, it is probably not an either/or situation [7]. Research in problem solving and transfer has also shown that students transfer surface features of examples they have seen before into new situations [8].…”

Section: Introductionmentioning

confidence: 99%

Specificity, transfer, and the development of expertise

Brookes

Ross

Mestre

2011

Phys. Rev. ST Phys. Educ. Res.

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In this paper we present the results of two experiments designed to understand how physics students' learning of the concept of refraction is influenced by the cognitive phenomenon of ''specificity.'' In both experiments participants learned why light bends as it travels from one optical medium to another with an analogy made to a car driving from paved road into mud and vice versa. They then learned how to qualitatively draw the direction of refracted light rays with an example of a glass prism. One group learned with a rectangular prism example while a second group learned with a triangular prism example. In a transfer test, the participants revealed how, even when they seemed able to implement the refraction concept, their responses were biased by the example they had seen. Participants frequently violated the refraction principle they had just learned (reversing the bend direction) in order to make sure their response matched the surface features of their learning example. This tended to happen when their test question looked superficially similar to their learning example. We discuss the implications of these results for physics instruction.

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Section: Introductionmentioning

confidence: 99%

Specificity, transfer, and the development of expertise

Brookes

Ross

Mestre

2011

Phys. Rev. ST Phys. Educ. Res.

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“…Lecture/Discussion: Ask participants to list why they think programming is important, leading into a brief lecture that outlines the significance of students learning programming, along with evidence of the benefits in securing jobs and improving physics problem solving skills (see Aiken et al, 2013, Undreiu et al, 2008, Weatherford, 2011.…”

Section: Importance Of Computer Programmingmentioning

confidence: 99%

“…To outline the value of programming in physics courses, backed by supporting evidence from physics education research papers. Redish & Wilson, 1993, Undreiu et al, 2008, Walck, 2015 Introduce the use of "skeleton" codes (codes missing a few crucial pieces that the student must complete), using explanations and examples from Weatherford (2011).…”

Section: Importance Of Computer Programmingmentioning

confidence: 99%

Integrating Computer Programming into Introductory Physics Courses

VanKerhove¹

2018

TIPs

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Computing has become essential in virtually all physical fields, used for tasks such as modelling complex systems and analyzing data. As a result, computer programming competence is now considered a default requirement for physics research. Additionally, computer programming requires critical thinking and problem solving skills – both of which are also essential for physics and other rigorous disciplines. Thus, learning to program at the undergraduate level not only facilitates students’ ability to apply physical principles to solving problems, but also boosts marketable skills valuable in a more general job market. However, little emphasis is placed on computer literacy in the introductory courses of undergraduate physics curricula. Physics students interested in pursuing undergraduate research will often need to either take a computer science course or learn a computer programming language independently. In either case, it takes the student a long time to gain an understanding of the language and be able to apply it to relevant problems. This workshop is geared toward instructors and teaching assistants in introductory undergraduate physics courses with a working understanding of and experience using at least one programming language (e.g., Python, MATLAB, C++) for scientific applications. The intention is to introduce methods and provide suggestions for more effectively introducing students to scientific programming and integrating it into the physics curriculum.

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Interactive Problem Solving Tutorials Through Visual Programming

Cited by 2 publications

References 6 publications

Specificity, transfer, and the development of expertise

Specificity, transfer, and the development of expertise

Integrating Computer Programming into Introductory Physics Courses

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