Mapping university students’ epistemic framing of computational physics using network analysis

Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students’ beliefs about the domains as well as about learnin...

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Autor principal:	Madelen Bodin
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2012
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/1ae10949f2984ecb98e4ed9fbb0ac2f8
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spelling	oai:doaj.org-article:1ae10949f2984ecb98e4ed9fbb0ac2f82021-12-02T12:22:58ZMapping university students’ epistemic framing of computational physics using network analysis10.1103/PhysRevSTPER.8.0101151554-9178https://doaj.org/article/1ae10949f2984ecb98e4ed9fbb0ac2f82012-04-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.8.010115http://doi.org/10.1103/PhysRevSTPER.8.010115https://doaj.org/toc/1554-9178Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students’ beliefs about the domains as well as about learning. These knowledge and beliefs components are referred to here as epistemic elements, which together represent the students’ epistemic framing of the situation. The purpose of this study was to investigate university physics students’ epistemic framing when solving and visualizing a physics problem using a particle-spring model system. Students’ epistemic framings are analyzed before and after the task using a network analysis approach on interview transcripts, producing visual representations as epistemic networks. The results show that students change their epistemic framing from a modeling task, with expectancies about learning programming, to a physics task, in which they are challenged to use physics principles and conservation laws in order to troubleshoot and understand their simulations. This implies that the task, even though it is not introducing any new physics, helps the students to develop a more coherent view of the importance of using physics principles in problem solving. The network analysis method used in this study is shown to give intelligible representations of the students’ epistemic framing and is proposed as a useful method of analysis of textual data.Madelen BodinAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 8, Iss 1, p 010115 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Madelen Bodin Mapping university students’ epistemic framing of computational physics using network analysis
description	Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students’ beliefs about the domains as well as about learning. These knowledge and beliefs components are referred to here as epistemic elements, which together represent the students’ epistemic framing of the situation. The purpose of this study was to investigate university physics students’ epistemic framing when solving and visualizing a physics problem using a particle-spring model system. Students’ epistemic framings are analyzed before and after the task using a network analysis approach on interview transcripts, producing visual representations as epistemic networks. The results show that students change their epistemic framing from a modeling task, with expectancies about learning programming, to a physics task, in which they are challenged to use physics principles and conservation laws in order to troubleshoot and understand their simulations. This implies that the task, even though it is not introducing any new physics, helps the students to develop a more coherent view of the importance of using physics principles in problem solving. The network analysis method used in this study is shown to give intelligible representations of the students’ epistemic framing and is proposed as a useful method of analysis of textual data.
format	article
author	Madelen Bodin
author_facet	Madelen Bodin
author_sort	Madelen Bodin
title	Mapping university students’ epistemic framing of computational physics using network analysis
title_short	Mapping university students’ epistemic framing of computational physics using network analysis
title_full	Mapping university students’ epistemic framing of computational physics using network analysis
title_fullStr	Mapping university students’ epistemic framing of computational physics using network analysis
title_full_unstemmed	Mapping university students’ epistemic framing of computational physics using network analysis
title_sort	mapping university students’ epistemic framing of computational physics using network analysis
publisher	American Physical Society
publishDate	2012
url	https://doaj.org/article/1ae10949f2984ecb98e4ed9fbb0ac2f8
work_keys_str_mv	AT madelenbodin mappinguniversitystudentsepistemicframingofcomputationalphysicsusingnetworkanalysis
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Mapping university students’ epistemic framing of computational physics using network analysis

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