Transforming High School Physics with Modeling and Computation

TL;DR

This study piloted model-building and computational exercises in a high school physics class to integrate scientific practices, demonstrating computation's potential to connect theory and practice in science education.

Contribution

It introduces a novel approach of incorporating computational modeling exercises into high school physics, assessing student engagement and understanding through programming assignments and interviews.

Findings

Students successfully created computational models of physical phenomena.

Computational activities enhanced understanding of mechanics.

Students recognized the connection between computation and scientific practice.

Abstract

The Engage to Excel (PCAST) report, the National Research Council's Framework for K-12 Science Education, and the Next Generation Science Standards all call for transforming the physics classroom into an environment that teaches students real scientific practices. This work describes the early stages of one such attempt to transform a high school physics classroom. Specifically, a series of model-building and computational modeling exercises were piloted in a ninth grade Physics First classroom. Student use of computation was assessed using a proctored programming assignment, where the students produced and discussed a computational model of a baseball in motion via a high-level programming environment (VPython). Student views on computation and its link to mechanics was assessed with a written essay and a series of think-aloud interviews. This pilot study shows computation's ability for connecting scientific practice to the high school science classroom.