Literaturnachweis - Detailanzeige
| Autor/inn/en | Bollen, Laurens; De Cock, Mieke; Zuza, Kristina; Guisasola, Jenaro; van Kampen, Paul |
|---|---|
| Titel | Generalizing a Categorization of Students' Interpretations of Linear Kinematics Graphs |
| Quelle | In: Physical Review Physics Education Research, 12 (2016) 1, S.010108-1 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2469-9896 |
| DOI | 10.1103/PhysRevPhysEducRes.12.010108 |
| Schlagwörter | Mechanics (Physics); Motion; Graphs; Classification; College Science; Foreign Countries; Prior Learning; Calculus; Algebra; Teaching Methods; Knowledge Level; Science Tests; Belgium; Ireland; Spain |
| Abstract | We have investigated whether and how a categorization of responses to questions on linear distance-time graphs, based on a study of Irish students enrolled in an algebra-based course, could be adopted and adapted to responses from students enrolled in calculus-based physics courses at universities in Flanders, Belgium (KU Leuven) and the Basque Country, Spain (University of the Basque Country). We discuss how we adapted the categorization to accommodate a much more diverse student cohort and explain how the prior knowledge of students may account for many differences in the prevalence of approaches and success rates. Although calculus-based physics students make fewer mistakes than algebra-based physics students, they encounter similar difficulties that are often related to incorrectly dividing two coordinates. We verified that a qualitative understanding of kinematics is an important but not sufficient condition for students to determine a correct value for the speed. When comparing responses to questions on linear distance-time graphs with responses to isomorphic questions on linear water level versus time graphs, we observed that the context of a question influences the approach students use. Neither qualitative understanding nor an ability to find the slope of a context-free graph proved to be a reliable predictor for the approach students use when they determine the instantaneous speed. (As Provided). |
| Anmerkungen | American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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