  Computation is becoming an increasingly important part of physics education.
However, there are currently few theories of learning that can be used to help
explain and predict the unique challenges and affordances associated with
computation in physics. In this study, we adapt the existing theory of
computational literacy, which posits that computational learning can be divided
into material, cognitive, and social aspects, to the context of undergraduate
physics. Based on an exploratory study of undergraduate physics computational
literacy, using a newly-developed teaching tool known as a computational essay,
we have identified a variety of student practices, knowledge, and beliefs
across these three aspects of computational literacy. We illustrate these
categories with data collected from students who engaged in an initial
implementation of computational essays in an introductory electricity and
magnetism class. We conclude by arguing that this framework can be used to
theoretically diagnose student difficulties with computation, distinguish
educational approaches that focus on material vs. cognitive aspects of
computational literacy, and highlight the benefits and limitations of
open-ended projects like computational essays to student learning.

Physics Education