How computation can facilitate sensemaking about physics: A case study

TL;DR

This case study explores how first-year bio-science students use computation to enhance sensemaking and critical thinking in physics, highlighting the importance of computational modeling in learning processes.

Contribution

It provides empirical insights into how students engage in sensemaking with computational tools in physics, emphasizing the role of computational modeling in learning.

Findings

Students use computational outputs to identify inconsistencies.

Students attempt to resolve issues by integrating knowledge from multiple domains.

Thinking about how to improve models computationally aids sensemaking.

Abstract

We present a case study featuring a first-year bio-science university student using computation to solve a radioactive decay problem and interpret the results. In a semi-structured cognitive interview, we use this case to examine the process of sensemaking in a computational science context. We observe the student entering the sensemaking process by inspecting and comparing computational outputs. She then makes several attempts to resolve the perceived inconsistency, foregrounding knowledge from different domains. The key to making sense of the model for this student proves to be thinking about how to implement a better model computationally. This demonstrates that integrating computation in physics activities may provide students with opportunities to engage in sensemaking and critical thinking. We finally discuss some implications for instruction.