Buchumschlag

Using Jupyter Notebooks to foster computational skills and professional practice in an introductory physics lab course

Fuente: arXiv

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Tufino, Eugenio, Oss, Stefano, Alemani, Micol
Format:	Preprint
Veröffentlicht:	2024
Schlagworte:	Physics Education
Online-Zugang:	Acceder al recurso
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Ähnliche Einträge

A scaffolded curriculum to foster experimental skills acquisition in an introductory physics lab course
von: Alemani, M.
Veröffentlicht: (2024)

Students' reasoning in choosing measurement instruments in an introductory physics laboratory course
von: Alemani, Micol, et al.
Veröffentlicht: (2026)

Exploring active learning in physics with ISLE-based modules in high school
von: Tufino, Eugenio, et al.
Veröffentlicht: (2024)

Development of a global landscape of undergraduate physics laboratory courses
von: Geschwind, Gayle, et al.
Veröffentlicht: (2024)

NotebookLM as a Socratic physics tutor: Design and preliminary observations of a RAG-based tool
von: Tufino, Eugenio
Veröffentlicht: (2025)

Performance and failure modes of AI chatbots on a novel concept inventory on relativity in classical mechanics
von: Tufino, Eugenio, et al.
Veröffentlicht: (2026)

Exploring Large Language Models (LLMs) through interactive Python activities
von: Tufino, Eugenio
Veröffentlicht: (2025)

Demystifying the oracle: A "20 Questions" game to promote AI ethics and literacy
von: Tufino, Eugenio
Veröffentlicht: (2026)

Creating a customisable Socratic AI physics tutor
von: Tufino, Eugenio, et al.
Veröffentlicht: (2025)

Network analysis of students' drawn representations of an introductory lab
von: Lane, W. Brian, et al.
Veröffentlicht: (2025)

Supporting students with ADHD in introductory physics courses: Four steps for instructors
von: Bustamante, Caroline, et al.
Veröffentlicht: (2019)

Investigating students' gender expression and its relation to sense of belonging in introductory physics courses
von: Leibnitz, Noah, et al.
Veröffentlicht: (2026)

Do evidence-based active-engagement courses reduce the gender gap in introductory physics?
von: Karim, N. I., et al.
Veröffentlicht: (2025)

Cause-effect relationships in Maxwell's equations and their implications in the teaching of electromagnetism in introductory physics courses
von: Suarez, Alvaro, et al.
Veröffentlicht: (2022)

Underprepared for Physics: Reframing the narrative on readiness and instruction in calculus-based, introductory physics courses
von: Brahmia, Suzanne White, et al.
Veröffentlicht: (2025)

Jupyter widgets and extensions for education and research in computational physics and chemistry
von: Du, Dou, et al.
Veröffentlicht: (2024)

A framework for designing experimental tasks in contemporary physics lab courses
von: Lahme, Simon Z., et al.
Veröffentlicht: (2023)

All aboard! Challenges and successes in professional development for physics lab TAs
von: Doucette, Danny, et al.
Veröffentlicht: (2019)

Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics
von: Karim, Nafis I, et al.
Veröffentlicht: (2020)

Inconsistencies and errors in traditional approaches to energy in our introductory courses
von: Suarez, Alvaro, et al.
Veröffentlicht: (2020)

A Jupyter Notebook for teaching mathematical modeling with experiments
von: Jaime González‐Sierra, et al.
Veröffentlicht: (2024)

Cheat sites and artificial intelligence usage in online introductory physics courses: what is the extent and what effect does it have on assessments?
von: Kortemeyer, Gerd, et al.
Veröffentlicht: (2023)

Student gender modulates the intersection of calculus proficiency and calculus self-efficacy in an introductory electricity and magnetism course
von: Fischer, Christopher J., et al.
Veröffentlicht: (2024)

Student experiences in a computational physics lab through the lens of Physics Computational Literacy
von: Nearhood, Luke, et al.
Veröffentlicht: (2026)

Enhance students learning outcomes by redesigning individual learning activities into group activities for introductory level Physics courses
von: Hettiarachchilage, Kalani, et al.
Veröffentlicht: (2024)

Teachers of bachelors lab courses collaborating to promote open inquiry: a case study
von: de Putter, Lesley G. A., et al.
Veröffentlicht: (2025)

Thematic analysis of student perceptions of resources and demands experienced in introductory physics
von: Pelakh, Avital, et al.
Veröffentlicht: (2025)

Student performance analysis of virtual introductory calculus-based physics class
von: Haldolaarachchige, Neel
Veröffentlicht: (2022)

Jupyter Notebook Interaction Dataset: Student Event Logs and Performance Data Across Three Assignments
von: Cai, Zhenyu
Veröffentlicht: (2026)

Helping introductory physics students connect physics with humanities, art, social sciences, and everyday life
von: Rouret, Brooke, et al.
Veröffentlicht: (2025)

Numerical simulation projects in micromagnetics with Jupyter
von: Lonsky, Martin, et al.
Veröffentlicht: (2023)

Investigating peer recognition across an introductory physics sequence: Do first impressions last?
von: Sundstrom, Meagan, et al.
Veröffentlicht: (2023)

scicode-widgets: Bringing Computational Experiments to the Classroom with Jupyter Widgets
von: Goscinski, Alexander, et al.
Veröffentlicht: (2025)

Polarization and energy ellipsoids for an introductory visualization of tensors
von: Alves, Danilo T., et al.
Veröffentlicht: (2024)

Formative experience for intensive instruction physics courses: Evaluation and results in an Electromagnetism course
von: Vallejo, Marcela, et al.
Veröffentlicht: (2025)

An introductory teaching skills training program for dental students
von: Fawaz Shamim Ahmad Siddiqui, et al.
Veröffentlicht: (2024)

Incorporating mindfulness practices into undergraduate dentistry communication skills courses
von: Amrinderbir Singh, et al.
Veröffentlicht: (2024)

Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing
von: Sundstrom, Meagan, et al.
Veröffentlicht: (2023)

Peer Influence on Physics Self-Efficacy and Grades: A comparative study of students in an introductory calculus-based course who typically worked alone or in groups before and during the pandemic
von: Ghimire, Apekshya, et al.
Veröffentlicht: (2025)

Enhancing the Learning Process in Structural Dynamics Through Jupyter Notebooks: A Project‐Based Learning Approach
von: Diego Francisco Ledezma‐Ramírez
Veröffentlicht: (2025)