June 14, 2015
June 14, 2015
June 17, 2015
Engineering Physics & Physics
26.614.1 - 26.614.13
Engineering and Physics Students’ Metacognitive Strategies with Computer SimulationsComputer simulation has great advantages on helping students test abstract conceptsand visualize complex phenomena resulting in conceptual understanding. Students’experiences and attitudes on computer simulations promote intrinsic motivation thatinfluences their engagement and learning outcomes. Understanding students’experiences and attitudes will be important for simulation tool design and delivery.However, there are very few research studies providing such kind of references forteachers in practice. To explore this gap, we will study the role of simulation inengineering and physics learning from students’ perspective. The main researchquestions include: 1. How do students think simulation could help or not help their learning? 2. Which features are favorable, and which are expected to be added in simulation?12 volunteer undergraduate students from engineering and physics disciplinesparticipated in a one-on-one interview. The interview questions were based on, butnot limited to the above research questions. Each interview lasted 30-45 minutes andwas audio recorded. The data analysis is proceeding in two phases. In the first phase,the interview responses were transcribed. Distinct phenomena were identified andgrouped using phenomenographic analysis by the first two authors individually. In thesecond phase, the first two authors will discuss finding results with the third authorand get consensus on group categories with each other.Preliminary results indicated that most students agreed that simulation is helpful fortheir learning. The positive feedback mainly focused on easy operation, directvisualization, and animated demonstration. Many students could understand that it isthe underlying mathematical model that used to describe abstract phenomena whenusing simulation. However, there was also negative feedback, mostly from upperlevel students. More details will be discussed in the final paper. Recommendations forimproving simulation based educational practice will also be provided.Simulation-based learning is a popular instructional tool in engineering and physicsclassroom. The implementation relies on educators’ design, teachers’ instruction andlast but not least, students’ engagement. Understanding students’ experiences andattitudes towards computer simulations is an important aspect in engineering andphysics education.
Gong, Y., & Yuksel, T., & Magana, A. J., & Bryan, L. A. (2015, June), Engineering and Physics Students’ Perceptions About Learning Quantum Mechanics via Computer Simulations Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23952
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