Evaluating the effectiveness of scientific visualizations in physics

  • 1,580 views
Uploaded on

 

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,580
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
1
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. 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
  • 2. Rationale
      • Scientific visualizations – visual representations of scientific data as well as of objects and interactions – are an increasingly important set of tools used by scientists in their work.
      • Visualizations are also increasingly being used in science teaching.
      • Extravagant claims (e.g. Bell, Park & Toti, 2004; Kozhevnikov & Thornton, 2006)
      • Encouraging results (e.g. Cifuentes & Hsieh, 2001; Dori & Belcher, 2005; Hakerem, 1993; Hinrichs, 2004; Royuk & Brooks, 2003; Williamson & Abraham, 1995)
  • 3. Rationale
    • 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.
  • 4. Research Question
    • 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).
  • 5. Methodology
    • Crossover research design
    • 10-12 Physics teachers, each with up to 25 students
    • Each teaches one concept with visualisations and one without
    • Each class and teacher acts as its own control group
  • 6.
    • Sub-analyses by:
      • gender,
      • physics achievement level (low, medium, high) and
      • (possibly) learning style
    • Quantitative data complemented by:
      • reflective notes from workshops
      • classroom observations
  • 7. Two concepts
    • Accelerated motion in a straight line (i.e. in 1 dimension), with particular attention to the situation where the velocity and acceleration are in opposite directions
    • Newton’s First Law of Motion - objects remain at rest or at constant velocity unless acted on by a force
  • 8.  
  • 9.  
  • 10. Pre- and Post-tests
    • Based on the Force Concepts Inventory, but extended for the first concept
    • 12 multiple-choice items
    • Correct scientific concept and 4 common student misconceptions
  • 11. Sample Item
    • A boy throws a steel ball straight up.
    • Consider the motion of the ball only after it has left the boy’s hand but before it reaches the ground, and assume that forces exerted by the air are negligible.
  • 12.
    • 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
  • 13. Results and Conclusion
    • Teachers recruited, three workshops, topics chosen, tests developed and tested
    • Due to the particular concepts chosen, data collection was postponed from 2008 to the first half of 2009
    • Chemistry study will also be conducted in 2009
    • If you want to see the results, come to AARE 2009!