Design and Implementation of Interdisciplinary STEM Instruction: Teaching Programming by Computational Physics

Yu Tzu Lin, Ming Tsan Wang, Cheng Chih Wu

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study designs and implements interdisciplinary STEM instruction by adopting modelling-based physics programming, and explores its effectiveness on learning. A quasi-experimental study was conducted. The experimental group wrote programs to solve physics problems by following the modelling process, while the control group solved general problems without specific guidance. The findings show that the STEM group performed better on both programming and physics achievements, and had higher self-efficacy on modelling. The STEM group benefited from the modelling-based instruction and could formulate the problems to a more effective representation for problem solving (abstraction), and also could transfer the solution to more accurate code (coding), both of which contributed to programming ability. Through the modelling process for physics simulation, physics programming also improved students’ understanding of difficult physics concepts.

Original languageEnglish
Pages (from-to)77-91
Number of pages15
JournalAsia-Pacific Education Researcher
Volume28
Issue number1
DOIs
Publication statusPublished - 2019 Feb 15

Fingerprint

interdisciplinary instruction
physics
programming
Teaching
Group
abstraction
self-efficacy
coding
instruction
simulation
ability

Keywords

  • Computational physics
  • Programming instruction
  • STEM instruction

ASJC Scopus subject areas

  • Education

Cite this

Design and Implementation of Interdisciplinary STEM Instruction : Teaching Programming by Computational Physics. / Lin, Yu Tzu; Wang, Ming Tsan; Wu, Cheng Chih.

In: Asia-Pacific Education Researcher, Vol. 28, No. 1, 15.02.2019, p. 77-91.

Research output: Contribution to journalArticle

@article{2fe7c2c112624159906168ba97b6a396,
title = "Design and Implementation of Interdisciplinary STEM Instruction: Teaching Programming by Computational Physics",
abstract = "This study designs and implements interdisciplinary STEM instruction by adopting modelling-based physics programming, and explores its effectiveness on learning. A quasi-experimental study was conducted. The experimental group wrote programs to solve physics problems by following the modelling process, while the control group solved general problems without specific guidance. The findings show that the STEM group performed better on both programming and physics achievements, and had higher self-efficacy on modelling. The STEM group benefited from the modelling-based instruction and could formulate the problems to a more effective representation for problem solving (abstraction), and also could transfer the solution to more accurate code (coding), both of which contributed to programming ability. Through the modelling process for physics simulation, physics programming also improved students’ understanding of difficult physics concepts.",
keywords = "Computational physics, Programming instruction, STEM instruction",
author = "Lin, {Yu Tzu} and Wang, {Ming Tsan} and Wu, {Cheng Chih}",
year = "2019",
month = "2",
day = "15",
doi = "10.1007/s40299-018-0415-0",
language = "English",
volume = "28",
pages = "77--91",
journal = "Asia-Pacific Education Researcher",
issn = "0119-5646",
publisher = "De la Salle University",
number = "1",

}

TY - JOUR

T1 - Design and Implementation of Interdisciplinary STEM Instruction

T2 - Teaching Programming by Computational Physics

AU - Lin, Yu Tzu

AU - Wang, Ming Tsan

AU - Wu, Cheng Chih

PY - 2019/2/15

Y1 - 2019/2/15

N2 - This study designs and implements interdisciplinary STEM instruction by adopting modelling-based physics programming, and explores its effectiveness on learning. A quasi-experimental study was conducted. The experimental group wrote programs to solve physics problems by following the modelling process, while the control group solved general problems without specific guidance. The findings show that the STEM group performed better on both programming and physics achievements, and had higher self-efficacy on modelling. The STEM group benefited from the modelling-based instruction and could formulate the problems to a more effective representation for problem solving (abstraction), and also could transfer the solution to more accurate code (coding), both of which contributed to programming ability. Through the modelling process for physics simulation, physics programming also improved students’ understanding of difficult physics concepts.

AB - This study designs and implements interdisciplinary STEM instruction by adopting modelling-based physics programming, and explores its effectiveness on learning. A quasi-experimental study was conducted. The experimental group wrote programs to solve physics problems by following the modelling process, while the control group solved general problems without specific guidance. The findings show that the STEM group performed better on both programming and physics achievements, and had higher self-efficacy on modelling. The STEM group benefited from the modelling-based instruction and could formulate the problems to a more effective representation for problem solving (abstraction), and also could transfer the solution to more accurate code (coding), both of which contributed to programming ability. Through the modelling process for physics simulation, physics programming also improved students’ understanding of difficult physics concepts.

KW - Computational physics

KW - Programming instruction

KW - STEM instruction

UR - http://www.scopus.com/inward/record.url?scp=85061829842&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85061829842&partnerID=8YFLogxK

U2 - 10.1007/s40299-018-0415-0

DO - 10.1007/s40299-018-0415-0

M3 - Article

AN - SCOPUS:85061829842

VL - 28

SP - 77

EP - 91

JO - Asia-Pacific Education Researcher

JF - Asia-Pacific Education Researcher

SN - 0119-5646

IS - 1

ER -