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Computation is intertwined with essentially all aspects of physics researchand is invaluable for physicists' careers. Despite its disciplinary importance,integration of computation into physics education remains a challenge and,moreover, has tended to be constructed narrowly as a route to solving physicsproblems. Here, we broaden Physics Education Research's conception ofcomputation by constructing an epistemic \emph{metamodel} -- a model ofmodeling -- incorporating insights on computational modeling from thephilosophy of science and prior work. The metamodel is formulated in terms ofpractices, things physicists do, and how these inform one another. Weoperationalize this metamodel in an educational environment that incorporatesmaking, the creation of shared physical and digital artifacts, intended topromote students' agency, creativity and self-expression alongside doingphysics. We present a content analysis of student work from initialimplementations of this approach to illustrate the very complex epistemicmaneuvers students make as they engaged in computational modeling. Wedemonstrate how our metamodel can be used to understand student practices, andconclude with implications of the metamodel for instruction and futureresearch.

Physicality, Modeling and Making in a Computational Physics Class