Fostering computational thinking through computational modeling in physics education: the case of projectile motion

Abstract Computation is now integral to scientific practice and cultivating computational thinking (CT) has become an important goal of science education. This paper illustrates how a visual programming environment called Scratch can serve as an accessible and low-barrier platform for integrating computational modeling into K-16 physics instruction. The paper briefly synthesized how modeling supports core CT practices such as decomposing and algorithm building while deepening conceptual understanding of physics concepts through multiple dynamically linked representations. Next, a classroom activity is presented in which students will construct and explore a computational model of projectile motion. The activity requires learners to (i) select and classify variables (e.g. initial speed, launch angle, gravitational acceleration), (ii) implement an iterative algorithm that governs of the motion of the projectile in accordance with the fundamental concepts of kinematics, and (iii) compare and construct the trajectories on a Cartesian stage while changing the input variables. A comprehensive CT framework developed specifically for physics education was employed as an analytic lens to articulate the CT practices targeted by the activity across the model design, construction, testing, and inquiry stages. The activity promotes meta-modeling knowledge among students by making explicit the simplifying assumptions of models and inviting iterative testing and refinement. The design features that enhance usability of the model (e.g. manipulating variables through sliders, real-time plotting of the motion) were discussed along with some suggestions to extend the model to inquire about different research questions. The paper is concluded with practical guidance regarding the implementation and adaptation of computational modeling activities in physics classroom settings.