Skip to main content
Book cover

International Conference on Informatics in Schools: Situation, Evolution, and Perspectives

ISSEP 2013: Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages pp 127–137Cite as

The Contribution of Computer Science to Learning Computational Physics

  • Conference paper

Part of the Lecture Notes in Computer Science book series (LNTCS,volume 7780)

Abstract

Computational science is a field that deals with the construction of computational models. It is characterized by its interdisciplinary nature. Computational science is now being taught in universities and recently even in high-schools. This paper describes research into the learning processes of tenth-grade (16-year-old) students studying a course in computational science. Following an initial finding that students achieved meaningful learning of physics, our primary goal was then to investigate the learning processes that led to this outcome. In particular, we wanted to characterize the contribution of computer science to the students’ learning. We conducted a micro-level analysis of a pair of students engaged in solving a problem in computational physics. The analysis was conducted within the framework of Knowledge Integration proposed by Linn and Eylon [1,2]. We describe the learning processes that the students went through with emphasis on the contribution of computer science to learning physics; this contribution was particularly apparent in developing criteria for evaluating acquired knowledge.

Keywords

  • computational science
  • knowledge integration
  • meaningful learning
  • modeling

This is a preview of subscription content, access via your institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-642-36617-8_11
  • Chapter length: 11 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   39.99
Price excludes VAT (USA)
  • ISBN: 978-3-642-36617-8
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   54.99
Price excludes VAT (USA)
Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Linn, M.C., Eylon, B.S.: Science education: Integrating views of learning and instruction. In: Anderman, E., Winne, P.H., Alexander, P.A., Corno, L. (eds.) Handbbok in Educational Psychology, pp. 511–544. Lawrence Erlbaum Associates (2006)

    Google Scholar 

  2. Linn, M.C., Eylon, B.S.: Science learning and instruction: Taking advantage of technology to promote knowledge integration. Routledge, New York (2011)

    Google Scholar 

  3. Sloot, P.: Aims & scope of the journal of computational science (n.d.)

    Google Scholar 

  4. Ausubel, D.: The acquisition and retention of knowledge: A cognitive view. Kluwer Academic Publishers (2000)

    Google Scholar 

  5. Linn, M.C., Clark, D., Slotta, J.D.: WISE design for knowledge integration. Science Education 87(4), 517–538 (2003)

    CrossRef  Google Scholar 

  6. Linn, M.: Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology 4(2), 103–126 (1995)

    CrossRef  Google Scholar 

  7. Chiu, J.L., Linn, M.C.: Knowledge integration and WISE engineering. Journal of Pre-College Engineering Education Research 1(1), 1–14 (2011)

    Google Scholar 

  8. Liu, O.L., Lee, H.S., Hofstetter, C., Linn, M.C.: Assessing knowledge integration in science: Construct, measures, and evidence. Educational Assessment 13(1), 33–55 (2008)

    CrossRef  Google Scholar 

  9. Lee, H.S., Liu, O.L.: Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education 94(4), 665–688 (2010)

    CrossRef  Google Scholar 

  10. Yerushalmi, E., Puterkovsky, M., Bagno, E.: Knowledge integration while interacting with an online troubleshooting activity. Journal of Science Education and Technology, 1–12 (2012)

    Google Scholar 

  11. Kali, Y., Orion, N., Eylon, B.S.: Effect of knowledge integration activities on students’ perception of the earth’s crust as a cyclic system. Journal of Research in Science Teaching 40(6), 545–565 (2003)

    CrossRef  Google Scholar 

  12. Singer, D.J.: The level-of-analysis problem in international relations. World Politics 14(1), 77–92 (1961)

    CrossRef  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Science Teaching, Weizmann Institute of Science, Rehovot, 76100, Israel

    Rivka Taub, Michal Armoni & Mordechai Ben-Ari

Authors
  1. Rivka Taub
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Michal Armoni
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Mordechai Ben-Ari
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Fk II - Didaktik der Informatik, Carl von Ossietzky Universität Oldenburg, Uhlhornsweg 84, 26111, Oldenburg

    Ira Diethelm

  2. Institut für Informatikdidaktik, Alpen-Adria Iniversität Klagenfurt, Universitätsstr. 65, 9020, Klagenfurt, Austria

    Roland T. Mittermeir

Rights and permissions

Reprints and Permissions

Copyright information

© 2013 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Taub, R., Armoni, M., Ben-Ari, M. (2013). The Contribution of Computer Science to Learning Computational Physics. In: Diethelm, I., Mittermeir, R.T. (eds) Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages. ISSEP 2013. Lecture Notes in Computer Science, vol 7780. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-36617-8_11

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-36617-8_11

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-36616-1

  • Online ISBN: 978-3-642-36617-8

  • eBook Packages: Computer ScienceComputer Science (R0)