Integrative Thinking in Computational Physics Design Essays

Abstract

This study investigates integrative thinking in undergraduate computational physics design essays (CPDEs) within an engineering design-based introductory physics laboratory. Integrative thinking refers to the interaction of science, mathematics, computation, design, and metacognitive reflection during problem solving. Using the Ways of Thinking for Engineering Design-based Physics (WoT4EDP) framework, we examine how levels of integrative thinking can be characterized and manifested across teams with different levels of academic performance. We analyzed CPDEs from 14 student teams in a first-semester calculus-based physics course. Teams were grouped into high-, middle-, and low-performing categories based on members' final examination performance, enabling comparison of integrative thinking across academic performance levels. CPDEs were analyzed using thick description and an analytic rubric characterizing three levels of integrative thinking: superficial, intermediate, and substantial. Findings illustrate variation in how students coordinate multiple ways of thinking within engineering design-based physics tasks and provide a structured lens for examining integrative thinking across levels of academic performance.