Speaker
Description
Over the past decade, physics education has increasingly emphasized computational skills for undergraduates. These skills offer many benefits, fostering problem-solving, analysis, and critical thinking applicable across various professions. This study delves into the relationship between computational activities and enhanced physics learning, specifically explored through coding exercises introduced in a second-year electricity and magnetism course. Students numerically computed vector derivatives for diverse fields, providing a basis for learning gains assessed through pre- and post-quizzes. Interviews with students during code development shed light on their thought processes, confidence levels, and alignment of computed results with their initial conceptions of vector fields.
Keyword-1 | Computational Physics |
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Keyword-2 | Pedagogy |