Elon Langbeheim

This chapter describes a high-school level program in which students use and develop computational models of complex chemical or biological systems. Learning computer programming together with the physics principles that come into play in modeling complex systems, is a challenging undertaking. Thus, the introduction of programming in the program was designed gradually; from interpreting the physical meaning of a computer code, through modifying a familiar code, to constructing a novel computational model. Our analysis reveals that while most students were capable of interpreting a familiar code, only half of them were able to modify it properly. We also found that prior programming knowledge strongly influences students’ ability to build their own computational models. Drawing on student responses to a feedback survey, we relate students’ attitudes towards learning in the program to their performance in it. Finally, we reflect on our own experience as teachers and curriculum developers who introduce advanced physics topics using computational tools.