Mapping university physics teachers' and students' conceptualization of simulation competence in physics education using network analysis
(English)Manuscript (preprint) (Other academic)
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.
computational physics, simulation, network, beliefs, student, teacher
Research subject didactics of physics
IdentifiersURN: urn:nbn:se:umu:diva-53316OAI: oai:DiVA.org:umu-53316DiVA: diva2:511242
Manuscript submitted for publication.2012-03-202012-03-202012-03-20Bibliographically approved