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Mapping university physics teachers' and students' conceptualization of simulation competence in physics education using network analysis
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
Abstract [en]

In this study physics university teachers and undergraduate students were interviewed in order to capture their knowledge and beliefs structures about simulation competence and computational physics in university physics education. The analysis was done using a network analysis approach and the knowledge and beliefs structures were referred to as epistemic networks. The epistemic networks visualize how teachers and students conceptualize this particular learning situation and how these concepts are related. The results show that although teachers and students agree on the main features of simulation competence in physics, differences in their epistemic networks can be distinguished. For example, while teachers believe that numerical problem solving facilitates fundamental understanding of physics and mathematics, this is not obvious to students. This implies that university teachers need to be aware of the these differences in order to meet students' expectations and to give support concerning the learning objectives of the assignment. The method chosen for this study shows that network analysis is a novel and useful method to analyze beliefs structures from textual data, such as interview transcripts. 

Emneord [en]
computational physics, simulation, network, beliefs, student, teacher
HSV kategori
Forskningsprogram
fysikdidaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-53316OAI: oai:DiVA.org:umu-53316DiVA, id: diva2:511242
Merknad
Manuscript submitted for publication.Tilgjengelig fra: 2012-03-20 Laget: 2012-03-20 Sist oppdatert: 2018-06-08bibliografisk kontrollert
Inngår i avhandling
1. Computational problem solving in university physics education: Students’ beliefs, knowledge, and motivation
Åpne denne publikasjonen i ny fane eller vindu >>Computational problem solving in university physics education: Students’ beliefs, knowledge, and motivation
2012 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Solving physics problem in university physics education with a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modelling. These competences are in turn related to students' beliefs about these domains as well as about learning, and their motivation to learn. The purpose of this thesis was to investigate the role of university physics students' knowledge, beliefs and motivation when solving and visualizing a physics problem using a computational approach. The results showed that expert-like beliefs about physics and learning physics together with prior knowledge were important predictors of the quality of performance. Feelings corresponding to control and concentration, i.e., emotions that are expected to be good indicators of students' motivation were also good predictors of performance. However, intrinsic motivation, as indicated by enjoyment and interest, together with beliefs expressing students' personal interest and utility value, did not predict performance to any higher extent. Instead, my results indicate that integration and identification of expert-like beliefs about learning and concentration and control emotions during learning are more influential on the quality of performance. Thus, the results suggest that the development of students' epistemological beliefs is important for students' ability to learn from realistic problem-solving situations with many degrees of freedom in physics education. In order to investigate knowledge and beliefs structures network modeling has been applied as a novel tool for analysis. Students' epistemic frames are analyzed before and after the task in computational physics using a network analysis approach on interview transcripts, producing visual representations of mental models. The results show that students change their epistemic framing from a modelling task, with expectancies about learning programming, to a physics task, in which they are challenged to use physics principles and conservation laws in order to troubleshoot and understand their simulations. This implies that the task, even though it is not introducing any new physics, helped the students to develop a more consistent view of the importance of using physics principles in problem solving. When comparing students' framing with teachers,' it is shown that although teachers and students agree on the main features of simulation competence in physics, differences in their epistemic networks can be distinguished. For example, while teachers believe that numerical problem solving facilitates fundamental understanding of physics and mathematics, this is not obvious to students. This implies that university teachers need to be aware of these differences as well as students' beliefs in order to challenge students' expectations and to give support concerning the learning objectives of the assignment. 

sted, utgiver, år, opplag, sider
Umeå: Umeå universitet, 2012. s. 60
Serie
Studies in Science and Technology Education, ISSN 1652-5051 ; 54
Emneord
physics education, computational physics, simulation, beliefs, motivation, mental models, network analysis
HSV kategori
Forskningsprogram
fysikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-53317 (URN)978-91-7459-398-3 (ISBN)
Disputas
2012-04-16, KBC-huset, KB3A9, Umeå universitet, Umeå, 13:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2012-03-26 Laget: 2012-03-20 Sist oppdatert: 2018-06-08bibliografisk kontrollert

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