mentor, facilitator, and co-discoverer who fosters students to inquiry, contest, and
formulate their own theories, models, and conclusions. Deep knowledge is obtained
through active engagement rather than through imitation or repetition.
16.1.2 Active Learning and Numerical Simulations: A
Powerful Integration
Condensed Matter Physics instruction requires the knowledge of many physics’
concepts, techniques and phenomena in a limited time. Unfortunately, the experimental setup of inquiry-based experiences on Condensed Matter Physics topics is
not easily exploitable in most university laboratories for great numbers of students.
At this regard, numerical simulation, being considered a practice in between theory
and experiment, could represent a valid alternative (Li et al. 2012). The main
advantage of using computer simulations, video clips and movies is the super
visualization feature, especially helpful in the description of Condensed Matter
Physics evidences, because certain complex phenomena due to the action of abstract
fields could be difficult to imagine. In these “augmented” learning settings, students
can explore theoretical and experimental features through numerical simulation and
real experiments (Silsbee and Draeger 1997). Furthermore, at present a variety of
technologies is accessible to create computer simulations actively promoting student
interest.
In this contribution, two inquiry-based learning paths on Solid State Physics are
presented and discussed. The first one, focused on the analysis of the electron
transport dynamics via Monte Carlo explorations in 3D semiconductors, has been
experimented by a sample of students in the MsC in Electronic Engineering
(Persano-Adorno et al. 2016b). In this learning experience, the inquiry approach
stimulated the undergraduates to follow a question-driven path of investigation,
starting from the validation of the model used for simulating the electron transport
within the semiconductor bulk, up to performing reasoned questions about the
observed features of carrier transport (Persano-Adorno et al. 2015a). The second
learning path is a 5E-cycle-based laboratory of advanced physics designed with the
purpose of boosting Physics/Engineering student knowledge of the different features
of the Hall Effect (Persano-Adorno et al. 2019). The aim of this learning path is to
stimulate a discussion about the classical, integer and fractional quantum Hall effects
and to introduce a unified visualization based on the notion of composite fermions
and interacting quasiparticles exhibiting a quantum behavior (Persano-Adorno et al.
2019).
16 Inquiry-Based Approach and Numerical Simulations: A Powerful Integration in. . .
203
formulate their own theories, models, and conclusions. Deep knowledge is obtained
through active engagement rather than through imitation or repetition.
16.1.2 Active Learning and Numerical Simulations: A
Powerful Integration
Condensed Matter Physics instruction requires the knowledge of many physics’
concepts, techniques and phenomena in a limited time. Unfortunately, the experimental setup of inquiry-based experiences on Condensed Matter Physics topics is
not easily exploitable in most university laboratories for great numbers of students.
At this regard, numerical simulation, being considered a practice in between theory
and experiment, could represent a valid alternative (Li et al. 2012). The main
advantage of using computer simulations, video clips and movies is the super
visualization feature, especially helpful in the description of Condensed Matter
Physics evidences, because certain complex phenomena due to the action of abstract
fields could be difficult to imagine. In these “augmented” learning settings, students
can explore theoretical and experimental features through numerical simulation and
real experiments (Silsbee and Draeger 1997). Furthermore, at present a variety of
technologies is accessible to create computer simulations actively promoting student
interest.
In this contribution, two inquiry-based learning paths on Solid State Physics are
presented and discussed. The first one, focused on the analysis of the electron
transport dynamics via Monte Carlo explorations in 3D semiconductors, has been
experimented by a sample of students in the MsC in Electronic Engineering
(Persano-Adorno et al. 2016b). In this learning experience, the inquiry approach
stimulated the undergraduates to follow a question-driven path of investigation,
starting from the validation of the model used for simulating the electron transport
within the semiconductor bulk, up to performing reasoned questions about the
observed features of carrier transport (Persano-Adorno et al. 2015a). The second
learning path is a 5E-cycle-based laboratory of advanced physics designed with the
purpose of boosting Physics/Engineering student knowledge of the different features
of the Hall Effect (Persano-Adorno et al. 2019). The aim of this learning path is to
stimulate a discussion about the classical, integer and fractional quantum Hall effects
and to introduce a unified visualization based on the notion of composite fermions
and interacting quasiparticles exhibiting a quantum behavior (Persano-Adorno et al.
2019).
16 Inquiry-Based Approach and Numerical Simulations: A Powerful Integration in. . .
203