Chapter 16
Inquiry-Based Approach and Numerical
Simulations: A Powerful Integration
in Condensed Matter Physics Education
Dominique Persano-Adorno
Abstract In this chapter, we present and discuss two inquiry-based learning paths
on condensed matter physics topics in which numerical simulations play a relevant
role. The first one addresses the study of the electron transport dynamics via
simulative explorations in 3D semiconductors. His emphasis is not on student
modeling skills, but rather on a chain of reasoned investigations performed within
a learning environment aimed at supporting a valuable understanding of the physics
concepts underlying the complex world of semiconductor electronics. The second
learning path is a 5E-cycle-based workshop of advanced physics targeted to
strengthen student’s understanding of the various aspects of the Hall Effect. In this
latter, the instructors stimulate a discussion about the classical, integer and fractional
quantum Hall effects. Both learning paths represent a powerful instrument for
educators introducing young undergraduates to the effectiveness of numerical simulations to investigate a physical system where the theoretical processes are well
known, but analytical methods of examination still provide only approximate results.
Our findings show that the stimulated activation of the inquiry process, also by
means of numerical simulations, can represent an effective teaching/learning
method. This approach successfully engages students into active learning and, at
the same time, supports the clarifying of important experimental and technological
aspects of material science, representing a feasible example of combination of a
traditional lecture-based teaching method with efficacious teaching/learning
strategies.
D. Persano-Adorno (*)
Dipartimento di Fisica e Chimica “E. Segrè”, Università di Palermo, Palermo, Italy
e-mail: dominique.persanoadorno@unipa.it
© Springer Nature Switzerland AG 2021
B. G. Sidharth et al. (eds.), Fundamental Physics and Physics Education Research,
https://doi.org/10.1007/978-3-030-52923-9_16
201
Inquiry-Based Approach and Numerical
Simulations: A Powerful Integration
in Condensed Matter Physics Education
Dominique Persano-Adorno
Abstract In this chapter, we present and discuss two inquiry-based learning paths
on condensed matter physics topics in which numerical simulations play a relevant
role. The first one addresses the study of the electron transport dynamics via
simulative explorations in 3D semiconductors. His emphasis is not on student
modeling skills, but rather on a chain of reasoned investigations performed within
a learning environment aimed at supporting a valuable understanding of the physics
concepts underlying the complex world of semiconductor electronics. The second
learning path is a 5E-cycle-based workshop of advanced physics targeted to
strengthen student’s understanding of the various aspects of the Hall Effect. In this
latter, the instructors stimulate a discussion about the classical, integer and fractional
quantum Hall effects. Both learning paths represent a powerful instrument for
educators introducing young undergraduates to the effectiveness of numerical simulations to investigate a physical system where the theoretical processes are well
known, but analytical methods of examination still provide only approximate results.
Our findings show that the stimulated activation of the inquiry process, also by
means of numerical simulations, can represent an effective teaching/learning
method. This approach successfully engages students into active learning and, at
the same time, supports the clarifying of important experimental and technological
aspects of material science, representing a feasible example of combination of a
traditional lecture-based teaching method with efficacious teaching/learning
strategies.
D. Persano-Adorno (*)
Dipartimento di Fisica e Chimica “E. Segrè”, Università di Palermo, Palermo, Italy
e-mail: dominique.persanoadorno@unipa.it
© Springer Nature Switzerland AG 2021
B. G. Sidharth et al. (eds.), Fundamental Physics and Physics Education Research,
https://doi.org/10.1007/978-3-030-52923-9_16
201