Causation Pedagogy for Student Projects Using Molecular Dynamics and Finite Element Analysis Software Packages in Post-COVID Era
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| Title: | Causation Pedagogy for Student Projects Using Molecular Dynamics and Finite Element Analysis Software Packages in Post-COVID Era |
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| Language: | English |
| Authors: | Sunil Dehipawala, Todd Holden, Tak Cheung |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education |
| Descriptors: | Physics, Science Instruction, Community College Students, Computer Uses in Education, Computer Software, Student Projects, High School Students, Role Models, Discussion (Teaching Technique), Computer Simulation |
| Geographic Terms: | New York (New York) |
| Abstract: | Cause and effect in causation theory is a center pillar in physics pedagogy in terms of understanding with the promotion of memory, especially in an open-admission community college with the DEI focus. The YouTube tutorial videos posted by Educational Centers as a delivery modality during the COVID Lockdown was found to be very helpful. For instance, the use of molecular dynamics and finite element analysis software packages was found to be a vital resource to support a variety of student projects in the context of biophysics and aerodynamics. The software packages of NAMD with CHARAM-GUI, LAMMPS, FEBio, ANSYS, OpenVSP, and OpenFOAM have been used as project contents at the level of operation steps in terms of skill learning in a specific topic. It is important to keep track of the various pedagogical aspects at different levels of cognition. On the one hand, a most obvious pedagogy would be the asking of students to use the shadowing pedagogy to analyze the result of a simulation posted by an expert role model on YouTube video to mimic an acquisition of an authentic analysis experience. On the other hand, a simulation objective relying on the what-if perspective would satisfy the critical thinking pedagogy. The verification of the simulation result by the experimental data could remain solely in the engineering realm with creativity as an objectivity in a pedagogy. The engineering verification examples could include protein folding data, wind tunnel data, etc. A straightforward extension to include a science perspective could be conducted in terms of causation in the understanding of the equations, without an absolute requirement of an understanding of the detailed math derivations used in the construction of a software package. Molecular dynamics and finite element analysis examples are illustrated with assessments. The online delivery and sustainability strategies in the post-COVID era are also discussed. Recommendations are presented. [For the complete proceedings, see ED678731.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678748 |
| Database: | ERIC |
| Abstract: | Cause and effect in causation theory is a center pillar in physics pedagogy in terms of understanding with the promotion of memory, especially in an open-admission community college with the DEI focus. The YouTube tutorial videos posted by Educational Centers as a delivery modality during the COVID Lockdown was found to be very helpful. For instance, the use of molecular dynamics and finite element analysis software packages was found to be a vital resource to support a variety of student projects in the context of biophysics and aerodynamics. The software packages of NAMD with CHARAM-GUI, LAMMPS, FEBio, ANSYS, OpenVSP, and OpenFOAM have been used as project contents at the level of operation steps in terms of skill learning in a specific topic. It is important to keep track of the various pedagogical aspects at different levels of cognition. On the one hand, a most obvious pedagogy would be the asking of students to use the shadowing pedagogy to analyze the result of a simulation posted by an expert role model on YouTube video to mimic an acquisition of an authentic analysis experience. On the other hand, a simulation objective relying on the what-if perspective would satisfy the critical thinking pedagogy. The verification of the simulation result by the experimental data could remain solely in the engineering realm with creativity as an objectivity in a pedagogy. The engineering verification examples could include protein folding data, wind tunnel data, etc. A straightforward extension to include a science perspective could be conducted in terms of causation in the understanding of the equations, without an absolute requirement of an understanding of the detailed math derivations used in the construction of a software package. Molecular dynamics and finite element analysis examples are illustrated with assessments. The online delivery and sustainability strategies in the post-COVID era are also discussed. Recommendations are presented. [For the complete proceedings, see ED678731.] |
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