Studying Impact and Intent of Design: Conjecture Mapping for Affect-Centered Analysis

TL;DR

This study uses conjecture mapping to analyze how a physics lab activity affects students' affective outcomes and identity, revealing misalignments between instructor intent and student impact in computational physics education.

Contribution

It introduces a novel application of conjecture mapping to compare instructor intent and student impact in physics education, focusing on affective outcomes.

Findings

Identified misalignments between instructor intent and student impact.

Demonstrated the utility of conjecture mapping for curricular analysis.

Highlighted the importance of aligning affective goals with instructional design.

Abstract

Physics education researchers have argued that authentic physics education includes computation as part of a physics student's training, and many parties have made efforts towards this goal. However, most research on this teaching modality has centered cognitive impacts rather than affective impacts, so little is known about the affective outcomes of holistically integrating computation into physics courses. To address that need, we present a case study of a multi-day activity within a computationally integrated modern physics laboratory course. Based on course observations and interviews with the professor of and a student in the course, we distinguish between the professor's intent behind the activity design and the impact on the student's physics computational literacy and physics identity with a novel modification of conjecture mapping that explicates how a student enacts the professor's expectations. In doing so, we highlight the methodological suitability of conjecture mapping for comparing the intent and impact of curricular design and explicate the specific misalignments that led to different affective outcomes than intended.