Journal
EUROPEAN JOURNAL OF PHYSICS
Volume 38, Issue 5, Pages 1-21Publisher
IOP PUBLISHING LTD
DOI: 10.1088/1361-6404/aa7529
Keywords
communities of practice; computation; minimally working programs; FMCE; CLASS; problem-based learning; introductory physics
Funding
- CREATE for STEM Institute
- Department of Physics and Astronomy at Michigan State University
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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 called P-3 (projects and practices in physics) that is centred around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The P-3 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 P-3 classroom.
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