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|Title:||“Doing Physics” And “Doing Code”: Students’ Framing During Computational Modeling in Physics|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Conlin, L., Hutchins, N., Grover, S., & Biswas, G. (2020). “Doing Physics” And “Doing Code”: Students’ Framing During Computational Modeling in Physics. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 733-736). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||There is an increasing need to integrate computing into science classrooms in mutually reinforcing, or synergistic ways. We have designed a block-based computational modeling environment and curriculum, C2STEM, with the aim to support students’ synergistic learning of computing and physics through explorations that reflect scientific practices. Prior work has established positive learning gains in both physics and computing for students using C2STEM, but what does synergistic learning look like in the moment? Do students see themselves as “doing physics,” “doing code,” or both? Do they see themselves as exploring like scientists, or as following rules? To address these questions, we examine video and log data of students from two classrooms as they build computational models. We find moments of synergy where students’ framing shifts fluidly back and forth between “doing physics” and “doing code”. We discuss implications for research and for instruction.|
|Appears in Collections:||ICLS 2020|
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