论文标题
使用计算文章来脚手架专业物理实践
Using Computational Essays to Scaffold Professional Physics Practice
论文作者
论文摘要
本文介绍了一项课程创新，旨在帮助学生体验真实的物理询问，重点是计算建模和科学交流。教育设计集中在一种名为“计算文章”的新型作业上，该作业是在挪威奥斯陆大学的两个学期中开发和实施的。我们描述了计算文章项目中使用的动机，学习目标和脚手架，目的是其他教育者能够复制和适应我们的设计。我们还报告了此实施的初步发现，包括学生写的计算论文的关键特征，学生对询问过程的思考以及自我报告的概念和态度发展。基于这些发现，我们认为计算论文可以在向学生介绍开放式，基于询问的工作并为未来的计算研究和研究奠定基础方面发挥关键作用。
This article describes a curricular innovation designed to help students experience authentic physics inquiry with an emphasis on computational modeling and scientific communication. The educational design centers on a new type of assignment called a computational essay, which was developed and implemented over the course of two semesters of an intermediate electricity and magnetism course at the University of Oslo, Norway. We describe the motivation, learning goals, and scaffolds used in the computational essay project, with the intention that other educators will be able to replicate and adapt our design. We also report on initial findings from this implementation, including key features of student-written computational essays, student reflections on the inquiry process, and self-reported conceptual and attitudinal development. Based on these findings, we argue that computational essays can serve a key role in introducing students to open-ended, inquiry-based work and setting the foundation for future computational research and studies.
