Document Type

Presentation

Publication Date

July 2014

Abstract

Computer programming has become a critical skill in much of physics research and undergraduate physics coursework. Our aim is to understand students' complex relationships (epistemological and affective associations) to coding and design, and in particular, how they experience and perceive access to programming in physics contexts. We piloted a project-based instructional module using Arduino Rovers (Arduino-integrated programmable robot-tanks) in a summer camp for high school students hosted by University of Maryland Physics Department. Throughout the program, participants worked through several open-ended design tasks before designing and completing a final project. In interviews, we asked students to reflect on their experiences programming and their perceptions of coding before and during the camp. Students in the program perceived different barriers to aspects of coding and design. These have implications for the roles students take up in activities of design and programming and whether they continue to seek such experiences in the future.

Comments

This article was originally presented at the 2014 Physical Education Research Conference and can also be found online at this link.© 2014, AAPT PERTG

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