Evaluating the outcomes of embedding coding activities in an advanced physics and astronomy module

Project leader(s): Judith Croston
Theme: Supporting students
Faculty: STEM
Status: Current
Dates: August 2024 to July 2026

Two key barriers to student success in advanced physics and astronomy modules are (i) the abstract nature of key concepts that are far removed from everyday life, and (ii) the use of complex maths formalism that can obscure physical interpretation. The recently launched module S385 Cosmology and the distant Universe was designed with a series of embedded, week-long Python activities delivered via the Open Computing Lab. These activities focus on student exploration of key equations and observational data, with the aim of helping students overcome these barriers. The activities aim to make abstract ideas concrete, provide authentic experiences of advanced physics and astronomy tasks, and to further develop valuable employability skills in coding and Python.

This project will explore student experience with the S385 activities and will examine the relationship between Python engagement, use of supporting resources, performance on Python assessment tasks, and overall module performance, so as to assess whether the aims of the embedded Python activities have been achieved.

The anticipated outcomes and impact of this project are:

information about the relative usefulness of different activity elements and supporting resources that can be used to improve existing embedded activities and associated tuition support
an evidence base for the impact of this type of activity on student skills development and confidence with programming, which can inform learning design choices across physical sciences modules (and potentially more widely across STEM areas)
an evidence base for how to design embedded programming activities to have a positive impact on conceptual understanding and on overall module outcomes, which can inform learning design choices across physical sciences modules (and potentially more widely across STEM areas)
information about which student groups benefit most and least from such activities, and whether they may disadvantage particular groups, which can be used to address access and participation barriers