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The development of knowledge and cognition in physics and other fields of contemporary science, technology, engineering and mathematics (STEM) is based on modelling processes increasingly requiring advanced methods of scientific computation. Physics education for STEM education should then involve learning sequences featuring modelling activities with computational knowledge and technologies. Such sequences should manifest epistemological and cognitive balance between theory, experimentation and computation, be interactively collaborative, and ensure the development of meaningful knowledge in physics, mathematics and scientific computation, appropriately considering the diversity of STEM contexts. To address this challenge we have proposed an approach based on the creation of sequences of interactive engagement learning activities with computational modelling that explore different kinds of modelling, introduce scientific computation progressively, generate and resolve cognitive conflicts in the understanding of physics and mathematics, and comparatively analyze the various complementary representations of the mathematical models of physics. In this work we discuss a learning sequence about fluid mechanics for introductory physics students of STEM university courses, during which they built and explored in the computer mathematical physics models and animations helping them resolve difficulties persisting after theoretical lectures and problem-solving paper and pen activities. [ABSTRACT FROM AUTHOR]

This study discusses the implementation of a learning sequence with interactive computational modelling activities in the context of introductory marine geophysics university courses. The application of two computer modelling systems, Modellus and Mirone, is considered for the introduction of mathematical physics models of interest in marine geophysics to students having only basic level knowledge of physics and mathematics and no prior knowledge of scientific computation. Modellus is used to compute the theoretical depth of the seafloor predicted using the plate cooling model, while is used to manipulate and display actual bathymetric data in the region of mid-ocean ridges. The combination of both software systems is illustrative and insightful of functionalities suitable to develop other computational modelling activities for marine geophysics as well as for other areas of the geosciences. [ABSTRACT FROM AUTHOR]

When students begin to learn how to program computers, the greatest difficulty does not consist in learning a programming language, even considering the various programming paradigms to which it may belong, but rather in the way of conceiving a solution algorithm for a given problem. In this paper methods for learning how to build better programs with iterative and recursive techniques are proposed. Instead of using the traditional and sequential method, following theoretical exposition and creation of algorithms, practical demonstration in a specific framework to write a program in a programming language, program execution and tests, a new approach is introduced where a set of tools, such as Python programming language, Runestone Interactive documents and Online Python tutor, is used to allow the production of enriched documents with text, images, videos, code implementation and execution windows, with the option of step by step running, showing the used data structures and their values evolution, all together in an - Interactive Electronic Document (IED). Students have the opportunity to learn and experience programming concepts in a single document, interactively, increasing learning achievement and level of satisfaction. [ABSTRACT FROM AUTHOR]

Knowledge about mathematical physics models and scientific computation methods is of fundamental importance for contemporary modelling processes in science, technology, engineering and mathematics (STEM). Physics teaching in STEM education should thus envision the integration of learning sequences with computational physics that ensure epistemological and cognitive balance between experimentation, computation and theory, and foster the development of meaningful knowledge in physics, mathematics and scientific computation, in ways appropriate to the different STEM contexts. We discuss a teaching approach where such learning sequences involve interactive engagement activities with computational modelling designed to (1) explore various kinds of modelling, from exploratory to expressive modelling, (2) introduce scientific computation progressively without requiring prior development of a working knowledge of programming, (3) generate and resolve cognitive conflicts in the understanding of physics concepts and mathematical methods, and (4) develop performative competency in the different and complementary representations of the mathematical models of physics. To illustrate we describe a learning sequence about rotational dynamics created for introductory physics students of STEM university courses. [ABSTRACT FROM AUTHOR]