Scaffolding student learning in computational physics
Paper in proceedings, 2021

This paper reports on the development of an online flipped course module in computational physics. The set-up of the module is briefly described, and an analysis of the use of the resources made available to the students is presented. It is demonstrated that, despite the online nature of the module, student engagement is high and that increased students-teacher interactions occurred in the online interactive sessions focusing on solving coding assignments. Thanks to carefully planned active learning sessions, the students learnt to implement difficult numerical concepts and solve practical problems.

Nuclear reactor modelling

Online learning

Engineering education

Coding

Computational physics

Flipped classroom

Active learning

Author

Christophe Demaziere

Chalmers, Physics, Subatomic, High Energy and Plasma Physics

Proceedings of the International Conference on Nuclear Training and Education: A Biennial International Forum (CONTE 2021)

Conference on Nuclear Training and Education: A Biennial International Forum (CONTE 2021)
, USA,

Subject Categories

Educational Sciences

Other Physics Topics

Areas of Advance

Energy

Learning and teaching

Pedagogical work

More information

Created

2/10/2021