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Evaluating the educational effectiveness of scientific visualisations in Year 11 Physics education David Geelan – The University of Queensland Brian Martin and Peter Mahaffy – The King’s University College, Edmonton, Canada
There has been little formal research work, particularly quantitative research, which specifically addresses the educational effectiveness of teaching with scientific visualisations, particularly at the secondary school level.
Is teaching with the use of scientific visualizations more effective than teaching without visualisations for supporting students’ conceptual development of specific concepts in Physics?
Independent variable – the teaching of the physics concepts with or without visualization.
Dependent variable – conceptual development, understood as change in conceptual understanding between pre-instruction and post-instruction situations, measured using tests based on the Force Concepts Inventory (Hestenes, Wells & Swackhamer, 1992).
For these conditions the force(s) acting on the ball is (are):
a downward force of gravity along with a steadily decreasing upward force
a steadily decreasing upward force from the moment it leaves the boy’s hand until it reaches its highest point; on the way down there is a steadily increasing downward force of gravity as the object gets closer to the earth
an almost constant downward force of gravity along with an upward force that steadily decreases until the ball reaches its highest point; on the way down there is only the constant downward force of gravity
an almost constant downward force of gravity only
none of the above. The ball falls back to the ground because of its natural tendency to rest on the surface of the earth