Paper Info
Title
Designing hybrid physics labs: combining simulation and experiment for teaching computational thinking in first-year engineering
Abstract
This Innovative Practice Full Paper details a design-based research approach for implementing computational learning activities in a first-year engineering physics course. This study contributes to the growing body of research on computation in engineering education by introducing computational concepts and activities during a physics laboratory class. Drawing from Experiential Learning Theory and using an adapted version of the Use-Modify-Create framework for teaching computational thinking, a series of lab activities was designed that combined physical lab experiments with computational modeling using custom-built VPython simulations. Data was collected from the labs in the form of (1) responses to lab activity worksheets, (2) code modified and/or generated by the students during lab activities, (3) in-code comments provided by the students during the activities. A qualitative thematic analysis was used to analyze students' learning benefits and any challenges faced during the activities. While results show a number of learning benefits, an observed homogeneity of student responses to the questions on the lab handouts point to a set of potential limitations within the activities themselves that warranted further examination. Insight gained from this analysis process is presented as a set of four design principles that will inform future implementations of the hybrid course design.
Year
DOI
Venue
2019
10.1109/FIE43999.2019.9028390
Frontiers in Education Conference
Keywords
DocType
ISSN
computational thinking,engineering education,physics education,computational modeling,design-based research
Conference
0190-5848
Citations 
PageRank 
References 
0
0.34
0
Authors
6
Name
Order
Citations
PageRank
Hayden W. Fennell100.34
Joseph A. Lyon200.34
Alejandra J. Magana36119.05
N. Sanjay Rebello401.35
Carina M. Rebello500.34
Yuri B. Peidrahita600.34