2004/01/12 by Ake Ingerman, Åke Ingerman, Cedric Linder +4
Physics and Astronomy · Psychology · Social Sciences · #FOS: Physical sciences #Innovative Teaching Methods #Innovative Teaching and Learning Methods #Physics Education (physics.ed-ph) #Science Education and Pedagogy #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.physics/0401053
6 pages, presented at the 12th SAARMSTE conference, Cape Town
arxiv created 2004/01/12 · openalex publication_date 2004/01/12 · arxiv updated 2009/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
This is a report on a qualitative study of students' learning where a physics computer simulation session is used to supplement lectures on the topic. Drawing on phenomenography as the analytical framework, the students' learning-focuses were analysed. The result is a description of four distinctly different learning-focuses that emerged when the students involved in the study interacted with the computer simulations. These learning-focuses were then analysed in terms of the level of interaction, the nature of physics knowledge and views of learning experienced by the students. These results were then used to identify advantages and disadvantages of learning through interaction with simulations.