Teaching Science through Computation

Osman Yaşar

doi:doi:10.11648/j.ijsts.20130101.12

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Teaching Science through Computation

Osman Yaşar

Published in International Journal of Science, Technology and Society (Volume 1, Issue 1)

Received: 17 May 2013 Published: 10 June 2013

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Abstract

We present a computational pedagogy approach to teaching an interdisciplinary science course. Modeling and simulation tools allow us to introduce a science topic from a simplistic framework and then move into details after learners gain a level of interest to help them endure the hardships and frustration of deeper learning. More than 90% of students in course surveys state that modeling improved their understanding of science concepts. Students appear to appreciatelearning not only the use of simulation tools to design and conduct science experiments, but also basic programming skills to simulate a science experiment using a simple algebraic equation, new = old + change. A strong link is established between computational and natural sciences. Students learn in a simplistic framework how laws of nature act as the source of change.

Published in	International Journal of Science, Technology and Society (Volume 1, Issue 1)
DOI	10.11648/j.ijsts.20130101.12
Page(s)	9-18
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Computational Modeling, Computer Simulations, Pedagogy

References

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Osman Yaşar. (2013). Teaching Science through Computation. International Journal of Science, Technology and Society, 1(1), 9-18. https://doi.org/10.11648/j.ijsts.20130101.12

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Osman Yaşar. Teaching Science through Computation. Int. J. Sci. Technol. Soc. 2013, 1(1), 9-18. doi: 10.11648/j.ijsts.20130101.12

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Osman Yaşar. Teaching Science through Computation. Int J Sci Technol Soc. 2013;1(1):9-18. doi: 10.11648/j.ijsts.20130101.12

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@article{10.11648/j.ijsts.20130101.12,
  author = {Osman Yaşar},
  title = {Teaching Science through Computation},
  journal = {International Journal of Science, Technology and Society},
  volume = {1},
  number = {1},
  pages = {9-18},
  doi = {10.11648/j.ijsts.20130101.12},
  url = {https://doi.org/10.11648/j.ijsts.20130101.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20130101.12},
  abstract = {We present a computational pedagogy approach to teaching an interdisciplinary science course. Modeling and simulation tools allow us to introduce a science topic from a simplistic framework and then move into details after learners gain a level of interest to help them endure the hardships and frustration of deeper learning. More than 90% of students in course surveys state that modeling improved their understanding of science concepts. Students appear to appreciatelearning not only the use of simulation tools to design and conduct science experiments, but also basic programming skills to simulate a science experiment using a simple algebraic equation, new = old + change. A strong link is established between computational and natural sciences. Students learn in a simplistic framework how laws of nature act as the source of change.},
 year = {2013}
}

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TY  - JOUR
T1  - Teaching Science through Computation
AU  - Osman Yaşar
Y1  - 2013/06/10
PY  - 2013
N1  - https://doi.org/10.11648/j.ijsts.20130101.12
DO  - 10.11648/j.ijsts.20130101.12
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 9
EP  - 18
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20130101.12
AB  - We present a computational pedagogy approach to teaching an interdisciplinary science course. Modeling and simulation tools allow us to introduce a science topic from a simplistic framework and then move into details after learners gain a level of interest to help them endure the hardships and frustration of deeper learning. More than 90% of students in course surveys state that modeling improved their understanding of science concepts. Students appear to appreciatelearning not only the use of simulation tools to design and conduct science experiments, but also basic programming skills to simulate a science experiment using a simple algebraic equation, new = old + change. A strong link is established between computational and natural sciences. Students learn in a simplistic framework how laws of nature act as the source of change.
VL  - 1
IS  - 1
ER  -

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APA Style

Osman Yaşar. (2013). Teaching Science through Computation. International Journal of Science, Technology and Society, 1(1), 9-18. https://doi.org/10.11648/j.ijsts.20130101.12

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ACS Style

Osman Yaşar. Teaching Science through Computation. Int. J. Sci. Technol. Soc. 2013, 1(1), 9-18. doi: 10.11648/j.ijsts.20130101.12

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AMA Style

Osman Yaşar. Teaching Science through Computation. Int J Sci Technol Soc. 2013;1(1):9-18. doi: 10.11648/j.ijsts.20130101.12

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@article{10.11648/j.ijsts.20130101.12,
  author = {Osman Yaşar},
  title = {Teaching Science through Computation},
  journal = {International Journal of Science, Technology and Society},
  volume = {1},
  number = {1},
  pages = {9-18},
  doi = {10.11648/j.ijsts.20130101.12},
  url = {https://doi.org/10.11648/j.ijsts.20130101.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20130101.12},
  abstract = {We present a computational pedagogy approach to teaching an interdisciplinary science course. Modeling and simulation tools allow us to introduce a science topic from a simplistic framework and then move into details after learners gain a level of interest to help them endure the hardships and frustration of deeper learning. More than 90% of students in course surveys state that modeling improved their understanding of science concepts. Students appear to appreciatelearning not only the use of simulation tools to design and conduct science experiments, but also basic programming skills to simulate a science experiment using a simple algebraic equation, new = old + change. A strong link is established between computational and natural sciences. Students learn in a simplistic framework how laws of nature act as the source of change.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Teaching Science through Computation
AU  - Osman Yaşar
Y1  - 2013/06/10
PY  - 2013
N1  - https://doi.org/10.11648/j.ijsts.20130101.12
DO  - 10.11648/j.ijsts.20130101.12
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 9
EP  - 18
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20130101.12
AB  - We present a computational pedagogy approach to teaching an interdisciplinary science course. Modeling and simulation tools allow us to introduce a science topic from a simplistic framework and then move into details after learners gain a level of interest to help them endure the hardships and frustration of deeper learning. More than 90% of students in course surveys state that modeling improved their understanding of science concepts. Students appear to appreciatelearning not only the use of simulation tools to design and conduct science experiments, but also basic programming skills to simulate a science experiment using a simple algebraic equation, new = old + change. A strong link is established between computational and natural sciences. Students learn in a simplistic framework how laws of nature act as the source of change.
VL  - 1
IS  - 1
ER  -

Copy | Download