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AAPT SM 20

Step Up: A Social Movement to Promote Cultural Change in Physics

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

technical paper

Computation is a critical part of professional physics practice and has been shown again and again to be useful for helping student build physics understanding. But, what are the essential elements that allow physics students to productively use computation? I argue that we can use the theory of computational literacy to answer this question. According to diSessa (2000) and Berland (2016), computational literacy consists of three main elements, or pillars: 1) The material pillar, which involves writing and understanding computer code; 2) The cognitive pillar, which involves breaking down problems into a form that can be addressed with computation (also known as computational thinking); 3) The social pillar, which involves communicating with and about computation. Using the physics department of the University of Oslo, Norway, as a case study, I describe what each of these elements can look like and how we can help our students achieve computational literacy in physics

Computational Literacy and Computational Essays at the University of Oslo

Intersectionality and Transdisciplinarity in Physics Ed.

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The Physics of Green Energy

Attempting the (seemingly) Impossible

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Computational Literacy and Computational Essays at the University of Oslo

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