The Role of Computer Modeling in Enhancing Students' Conceptual Understanding of Physics

The purpose of this study was to investigate how the use of the computer simulations program VPython facilitated students’ conceptual understanding of fundamental physical principles and in constructing new knowledge of physics. We focused on students in a calculus-based introductory physics course, based on the Matter and Interactions curriculum of Chabay & Sherwood (2002) at a large state engineering and science university in the USA. A major emphasis of this course was on computer modeling by using VPython to write pro grams simulating physical systems. We conducted multiple student interviews, as well as an open-ended exit survey, to find out student views on how creating their own simulations to enhanced-conceptual understanding of physics and in constructing new knowledge of phys ics. The results varied in relation to the phases when the interviews were conducted. At the beginning of the course, students viewed the simulation program as a burden. However, dur ing the course, students stated that it promoted their knowledge and better conceptual understanding of physical phenomena. We deduce that VPython computer simulations can improve students’ conceptual understanding of fundamental physical concepts and promote construction of new knowledge in physics, once they overcome the initial learning curve associated with the VPython software package.