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The role of computer simulations in university students’ reasoning about physics

Tom Adawi (Centrum för kompetens och kunskapsbildning i högre utbildning (CKK)) ; Åke Ingerman (Institutionen för mikroteknologi och nanovetenskap) ; Shirley Booth
the third Scandinavian Symposium on Research in Science Education, Karlstad, February 2006 (2006)
[Konferensbidrag, refereegranskat]

The aim of this paper is to describe the different roles that a computer simulation of a physics phenomenon plays in university students’ reasoning about physics. In this way, the paper strives to illuminate the potential value of computer simulations as a tool in students’ learning, as their reasoning around physics problems implies possible learning outcomes. Four different ways of using the computer simulation were discerned from data collected from students working with a simulation of Bohr’s model of the hydrogen atom. The four categories are distinguished by their characteristics of Answering, Implying, Interacting and Opening. We describe the categories in more detail, illustrate them from the empirical data and analyze each of them according to an analytical model of learning, with a motive, an act and an object of learning. We also discuss the categories in terms of design of pedagogical settings with simulations.

Denna post skapades 2009-02-18. Senast ändrad 2012-10-20.
CPL Pubid: 89942


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Institutioner (Chalmers)

Centrum för kompetens och kunskapsbildning i högre utbildning (CKK) (2006-2011)
Institutionen för mikroteknologi och nanovetenskap



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