Programming As a Catalyst for System Understanding, 2019

The project, a Scholarship of Teaching and Learning (SoTL) project, originally sought to investigate whether students' understanding of dynamic systems was positively or negatively affected by having to model the system they were to investigate in Python. The data, except for the reflection assignments, were collected during the work on the course's last submission. The reflection assignments were requested afterwards. After a thorough evaluation of the project and the course, the project staff decided that a shift in focus would make sense. The purpose of the project was thus to investigate students' response to the transition from student-passive to student-active learning and the use of programming and "computational practices" in a subject in geoscience. In line with the SoTL tradition, the data is used to improve teaching, and the work will mainly be aimed at providing tips, advice and tools to other teachers in a similar situation as in this project.

该项目为一项教学学术（Scholarship of Teaching and Learning，SoTL）研究，最初旨在探究学生使用Python对拟研究的系统进行建模是否会对其动态系统理解产生积极或消极影响。除反思作业外，所有数据均在课程最终提交任务的执行过程中收集；反思作业则是在之后另行征集的。在对项目及课程进行全面评估后，项目团队认为调整研究焦点具有合理性。因此，项目目的转变为探究学生对“从被动学习向主动学习过渡”的反应，以及在地球科学某学科中编程与“计算实践”的应用情况。遵循SoTL的传统，这些数据将用于改进教学实践；研究工作的核心目标是为处于类似情境的其他教师提供实用建议、指导及工具支持。