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How Do We Assess Computation in Physics?

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Title: How Do We Assess Computation in Physics?
Authors: Sabo, Hannah C.1 (AUTHOR) hsabo13@gmail.com, Odden, Tor Ole B.1 (AUTHOR), Caballero, Marcos D.2 (AUTHOR)
Source: Physics Teacher. Mar2026, Vol. 64 Issue 3, p200-203. 4p.
Subjects: Computational physics, Physics education, Evaluation methodology, Educational evaluation, Computer software quality control, Simulation methods & models, Contextual learning, Debugging
Abstract: The article discusses the integration of computational methods into physics education and the need for effective assessment strategies tailored to computational physics. It highlights the differences between traditional physics assessments and those required for computational physics, emphasizing that the latter involves producing and interpreting computational models rather than solving equations. The authors outline various assessment activities and foci, such as evaluating program outputs, code quality, and student interpretations, to better capture students' understanding of computational concepts. They advocate for a shift in perspective on errors in coding, suggesting that viewing them as "bugs" can foster a more supportive learning environment and broaden participation in physics. [Extracted from the article]
Copyright of Physics Teacher is the property of American Institute of Physics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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PubType: Academic Journal
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  Data: <searchLink fieldCode="JN" term="%22Physics+Teacher%22">Physics Teacher</searchLink>. Mar2026, Vol. 64 Issue 3, p200-203. 4p.
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  Data: <searchLink fieldCode="DE" term="%22Computational+physics%22">Computational physics</searchLink><br /><searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+software+quality+control%22">Computer software quality control</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+%26+models%22">Simulation methods & models</searchLink><br /><searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br /><searchLink fieldCode="DE" term="%22Debugging%22">Debugging</searchLink>
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  Data: The article discusses the integration of computational methods into physics education and the need for effective assessment strategies tailored to computational physics. It highlights the differences between traditional physics assessments and those required for computational physics, emphasizing that the latter involves producing and interpreting computational models rather than solving equations. The authors outline various assessment activities and foci, such as evaluating program outputs, code quality, and student interpretations, to better capture students' understanding of computational concepts. They advocate for a shift in perspective on errors in coding, suggesting that viewing them as "bugs" can foster a more supportive learning environment and broaden participation in physics. [Extracted from the article]
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  Data: <i>Copyright of Physics Teacher is the property of American Institute of Physics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=191799744
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        Value: 10.1119/5.0174333
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        Text: English
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        StartPage: 200
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      – SubjectFull: Computational physics
        Type: general
      – SubjectFull: Physics education
        Type: general
      – SubjectFull: Evaluation methodology
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      – SubjectFull: Educational evaluation
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      – SubjectFull: Computer software quality control
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      – SubjectFull: Simulation methods & models
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              Text: Mar2026
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              Y: 2026
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