PICUP: A Community of Teachers Integrating Computation into Undergraduate Physics Courses

• Marcos D. Caballero ^[1] ; Norman Chonacky ^[2] ; Larry Engelhardt ^[3] ; Robert C. Hilborn ^[6] ; Marie Lopez del Puerto ^[4] ; Kelly R. Roos ^[5]
  1. [1] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  2. [2] Yale University

     Yale University

     Town of New Haven, Estados Unidos

     
  3. [3] Francis Marion University

     Francis Marion University

     Estados Unidos

     
  4. [4] University of St. Thomas

     University of St. Thomas

     City of Saint Paul, Estados Unidos

     
  5. [5] Bradley University

     Bradley University

     Township of Peoria City, Estados Unidos

     
  6. [6] American Association of Physics Teachers

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• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 57, Nº. 6, 2019, págs. 397-399
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The need to integrate computation into the physics curriculum has long been established1: using simulations and computational modeling can enhance students’ conceptual understanding, and the computational skills students acquire are both useful and necessary in their careers.2,3 However, making changes to an established physics course is a challenge on many fronts4,5: instructors need to be comfortable with their own computational skills, they need time to find and adapt appropriate materials, and they may have questions about how to integrate computation into their course(s). The Partnership for Integration of Computation into Undergraduate Physics (PICUP) was organized to identify the barriers underlying these challenges, to document the current state of computation use in physics courses, and to explore avenues to reach and engage physics teachers.

    The PICUP is helping teachers address the challenges of integrating computation into their courses in three main ways.