Effective computational modelling in the introductory physics course

A model-based framework for teaching and learning physics suggests that pedagogical activities should highlight the modelling nature of physics and allow students opportunities to construct their own mental models and explore the relationships between them.

The current study explores the effectiveness of the use of programming activities which require students to write and use their own programs in the formation of conceptual models. The sample cohort is from the introductory mainstream physics course at the University of Cape Town which is based on the / Matter and Interactions/ curriculum and introduces computation as a modelling tool using VPython. The computational tasks are designed as interactive worksheets to allow students to critically study the presented physical system in various representations. The results of this study will be used to inform the structure of further interactive programming activities designed to facilitate students� construction of appropriate mental models. Implications for the successful inclusion of computational physics in introductory physics curricula will be discussed.