2016/07/15 by Paul W. Irving, Michael J. Obsniuk, Marcos D. Caballero · 1 citation
Physics and Astronomy · #physics.ed-ph
paper · pdf · doi:10.1088/1361-6404/aa7529
13 pages, 8 figures
arxiv created 2016/07/15 · arxiv updated 2017/08/02
There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-level, introductory physics course for science and engineering majors at Michigan State University (MSU) called \rm P3 (Projects and Practices in Physics) that is centered around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The \rm P3 design integrates computation with analytical problem solving and is built upon a curriculum foundation of problem-based learning, the principles of constructive alignment and the theoretical framework of community of practice. The design includes an innovative approach to computational physics instruction, instructional scaffolds, and a unique approach to assessment that enables instructors to guide students in the development of the practices of a physicist. We present the very positive student related outcomes of the design gathered via attitudinal and conceptual inventories and research interviews of students' reflecting on their experiences in the \rm P3 classroom.