MSc Thesis Presentation: Computation as a Tool for Physics Learning

MSc Candidate

Victoria Arbour

Abstract

The study presented investigates the impact of computational physics activities on undergraduate students' understanding of physics concepts, particularly vector fields and vector derivatives in electricity and magnetism. The research addresses critical gaps in physics education literature by examining learning gains, representational competence, and conceptual understanding. The study involved 38 students engaging with a computational exercise, analyzing their pre- and post-quiz performance across different vector field representations.
Key findings reveal that computational activities significantly enhance students' learning, with 41% demonstrating positive learning gains. Correctly coded vector derivatives showed a statistically significant increase in understanding. Students improved their ability to interpret multiple external representations and developed more nuanced approaches to vector derivatives.

While computational activities showed promise in addressing misconceptions, the research highlights the need for comprehensive, multi-faceted interventions. The study contributes to understanding computational methods as powerful pedagogical tools in physics education.

Examination Committee

• Dr. Xiaorong Qin, Chair
• Dr. Michael Massa, Advisor
• Dr. Martin Williams, Advisory Committee
• Dr. Joanne O'Meara, Advisory Committee