| Autor: |
Patti C. Hamerski, Daryl McPadden, Marcos D. Caballero, Paul W. Irving |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
Physical Review Physics Education Research, Vol 18, Iss 2, p 020109 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2469-9896 |
| DOI: |
10.1103/PhysRevPhysEducRes.18.020109 |
| Popis: |
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. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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