Ben Zwickl

• Alaee, Dina Zohrabi; Noughani, Nikki; Tonry, Keegan Shea & Zwickl, Ben (2025). Exploring High Interest in Theoretical and Computational Physics Among Undergraduates Through Social Cognitive Career Theory. Physics Education Research Conference Proceedings. ISSN 1539-9028. s. 460–465. doi: 10.1119/perc.2025.pr.Zohrabi_Alaee. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates how strong an interest in theoretical and computational physics develops among undergraduate physics majors. While broad exposure to theoretical, computational, and experimental methods is essential for supporting students' career decision-making in physics, curricular and institutional barriers often limit these opportunities. Using Social Cognitive Career Theory, we examined how strong interest develops by analyzing interviews with 18 physics majors, focusing on 10 who showed the highest interest in theoretical or computational methods. Using causal maps, we identified key influences on interest developments, including self-directed learning, coursework, mentorship, and early research exposure. Outcome expectations, like enjoying math or seeking practical skills, also shaped interest. These findings can guide departments in refining curricula and advising to better support student exploration and interest formation across theoretical and computational physics.

• Pradeep, Namitha & Zwickl, Ben (2025). Capturing expert mental models of quantum sensing using concept maps. Physics Education Research Conference Proceedings. ISSN 1539-9028. s. 356–361. doi: 10.1119/perc.2025.pr.Pradeep. Fulltekst i vitenarkiv Vis sammendrag

  Capturing expert knowledge is a common approach in domains that are not yet well mapped out or lack an established body of canonical knowledge. As the need to develop the quantum information science and engineering (QISE) workforce grows, we need to equip students with necessary quantum technology competencies and skills. Quantum sensing receives far less focus in existing curricula compared to quantum computing and communication. There are no standard textbooks, structured curriculum, or established conceptual frameworks for understanding quantum sensing. To address this gap, curriculum developers can draw on the knowledge of experts actively working in the field. This paper presents a methodology for eliciting expert knowledge through semi-structured interviews with a concept mapping activity. We detail the process from participant recruitment to the analysis of the resulting concept maps. Through this approach, we were able to identify detailed mental models of experts on specific quantum sensing protocols. The insights gained from this work will directly inform the development of quantum sensing curriculum and this methodology will be useful for educators and curriculum designers.

• Watts, Ella & Zwickl, Ben (2025). Formation of students’ interests in quantum technology across STEM majors. Physics Education Research Conference Proceedings. ISSN 1539-9028. s. 441–446. doi: 10.1119/perc.2025.pr.Watts. Fulltekst i vitenarkiv Vis sammendrag

  The Quantum Information Science and Technology (QIST) workforce is rapidly expanding as it helps develop transformative technologies used for computing, sensing, and communication. However, exposure to quantum concepts in high school and college is limited for students in many science and engineering degrees, which means many students may lack knowledge about QIST and what the subject entails. This project involved interviews with 22 undergraduate students from varying STEM disciplines. In our analysis, we separate students with high and low interest in QIST across the following factors: awareness and early learning experiences, course-based learning experiences, perceptions of math in quantum, perceptions of the scariness and mystery of quantum, perceptions of a disconnect between QIST and their primary discipline, and perceptions of quantum careers. We examine why quantum may be viewed as "scary" or "mysterious", and how quantum technology may come into contact with their discipline. Many interviewees expressed an interest in quantum, but were reluctant to pursue it as a subject due to a perceived disconnect with their own discipline. Overall, we hope that developing an understanding of students' views of QIST will support ongoing improvements in the development and implementation of introductory QIST courses, minors, and tracks.

• Odden, Tor Ole Bigton & Zwickl, Ben (2025). How physics students build computational literacy by creating computational literature. The Journal of the Learning Sciences. ISSN 1050-8406. 34(5), s. 700–742. doi: 10.1080/10508406.2025.2494791. Fulltekst i vitenarkiv Vis sammendrag

  Background Computation has revolutionized science and is gradually being integrated into science teaching and learning. However, theoretical frameworks for understanding how students learn to use computation as a disciplinary tool are currently underdeveloped. Methods In this study, we propose computational literacy as a productive theoretical lens on this subject, with a particular focus on how people engage with and write computational literature. This theory views computation as a literacy consisting of material, cognitive, and social elements, to which we add the notion of computational literature that has epistemic and communicative aspects. We use this perspective, operationalized through both narrative case study and conjecture mapping methodologies, to analyze the cases of two pairs of students writing computational essays in an intermediate physics course. Findings Through these case studies we see the pairs leveraging elements of their existing computational literacy to both engage with and produce computational literature in their discipline. This, in turn, helps them to adopt the practices of computational scientists and deepen their computational literacy. Contribution This study shows the usefulness of computational literacy as a framework for understanding computational learning within a discipline and elaborates on the role that computational literature plays in that process.

• Fredly, Karl Henrik; Odden, Tor Ole Bigton & Zwickl, Ben (2024). How Computational Physics Students Improve their Computational Literacy. Physics Education Research Conference Proceedings. ISSN 1539-9028. doi: 10.1119/perc.2024.pr.Fredly. Fulltekst i vitenarkiv Vis sammendrag

  Physics students now use computation from the introductory level until the advanced level, but little is known about how or why they develop their programming skill. We have interviewed computational physics students toward the end of their studies to understand how and why their programming practice has changed. We found that there is a qualitative change in how they write and think about code when they encounter large collaborative coding projects. These projects challenge students with their inherent complexity, pushing them to make their code more readable and sophisticated. The collaborative nature of these projects also play a big part in making students reflect on their choices and learn from each other. Though this is only one example of how to teach computational physics, we discuss implications for teaching from these student experiences.

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• Fredly, Karl Henrik; Odden, Tor Ole Bigton & Zwickl, Ben (2024). How Computational Physics Students Improve their Computational Literacy. Fulltekst i vitenarkiv

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