Zobrazeno 1 - 10
of 57
pro vyhledávání: '"Irving, Paul W"'
Publikováno v:
Phys. Rev. Phys. Educ. Res. 27, 2 (2022)
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 o
Externí odkaz:
http://arxiv.org/abs/2202.07718
Computational thinking has been a recent focus of education research within the sciences. However, there is a dearth of scholarly literature on how best to teach and to assess this topic, especially in disciplinary science courses. Physics classes wi
Externí odkaz:
http://arxiv.org/abs/2105.07981
From a department being resistant to change to students not buying into the new computational activities, the challenges that are faced with integrating computation into the physics undergraduate curriculum are varied. The Partnership for Integration
Externí odkaz:
http://arxiv.org/abs/1807.03581
An essential step in the process of developing a physics identity is the opportunity to engage in authentic physics practices - an ideal place to gain these experiences is physics laboratory courses. We are designing a practice-based identity survey
Externí odkaz:
http://arxiv.org/abs/1807.03717
Computation is a central aspect of modern science and engineering work, and yet, computational instruction has yet to fully pervade university STEM curricula. In physics, we have begun to integrate computation into our courses in a variety of ways. H
Externí odkaz:
http://arxiv.org/abs/1709.05493
Publikováno v:
Phys. Rev. Phys. Educ. Res. 14, 010101 (2018)
Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for students. We condu
Externí odkaz:
http://arxiv.org/abs/1611.01495
There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-leve
Externí odkaz:
http://arxiv.org/abs/1607.04455
With the advent of high-level programming languages capable of quickly rendering three-dimensional simulations, the inclusion of computers as a learning tool in the classroom has become more prevalent. Although work has begun to study the patterns se
Externí odkaz:
http://arxiv.org/abs/1511.05457
Autor:
Irving, Paul W., Sayre, Eleanor C.
We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and developing a physics subject-specific identity. Each case study demonstrat
Externí odkaz:
http://arxiv.org/abs/1505.07801
Autor:
Irving, Paul W., Sayre, Eleanor C.
As part of a longitudinal study into identity development in upper-level physics students, a phenomenographic research method was used to examine students' perceptions of what it means to be a physicist. The results revealed four different categories
Externí odkaz:
http://arxiv.org/abs/1409.8315