arXiv subjects

Patti Hamerski

Publications and source records attributed to Patti Hamerski.

3 recordsLinked to original sources

arXiv2026

Investigating student perceptions of creativity and generative ai in computational physics

Generative Artificial Intelligence (gen-AI) is rapidly becoming more integrated into today's classrooms in all ranges of education. In higher education, Gen-AI is often seen as a resource for students, aiding them in drafting outlines, solving simple mathematical problems, or even decoding or constructing code. In this paper, we analyze essay-based interviews (N=6) from an upper-division computational physics course, in which physics majors addressed their views and attitudes towards Gen-AI and how it affects their learning. We analyzed the concepts of creativity and gen-AI using the Four C Model, a framework encompassing four types of creativity. Our analysis of the data involved coding and characterizing students' definitions of creativity and generative AI. Our findings revealed two main observations: first, students conceptualized their creativity primarily within mini-c and little-c; second, students perceived gen-AI as a resource and learning tool but expressed skepticism regarding its accuracy and creativity.

physics.ed-ph↗

arXiv2026

Student experiences in a computational physics lab through the lens of Physics Computational Literacy

Computational physics is a key part of what it means to do physics in the twenty-first century. However, upper division computational physics remains a largely understudied area. We set out to understand the experiences of students in an upper division computational physics lab course. To that end we conducted semi-structured interviews with five students at the end of their second of three terms in the course sequence. We then analyzed these interviews utilizing the emerging framework of Physics Computational Literacy. We found that the way students express how they learn computational physics implies they are making tradeoffs between their development of the different aspects of computational literacy. Additionally, we found that how students approach developing social computational literacy varies across individuals, and is driven by unspoken assumptions.

physics.ed-ph↗

arXiv2022

Students' perspectives on computational challenges in physics class

High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science classroom or about how to help students overcome these challenges. This case study explores these challenges from the perspectives of students in a high school physics classroom with a newly revamped, computation-integrated curriculum. Focusing mainly on interviews to center the perspectives of students, we found that computation is a double-edged sword: It can make science learning more authentic for students who are familiar with it, but it can also generate frustration and an aversion towards physics for students who are not.

physics.ed-ph↗