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Learning Kinematics With a V-Scope: A Case Study
Article

, University of Haifa, Israel

JCMST Volume 16, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The goal of this case study was to check the effect of V-Scope activities in the performance of 11th-grade students in analyzing kinematics graphs. The V-Scope kinematics laboratory consisted of five double lessons that challenged students to construct different kinds of graphs using their own movements as well as the motion of a dynamics cart. The students participating in this case study were all drawn from two parallel classes of 11th graders learning physics in the same regional school. The experimental and control samples were randomly chosen. The difference between them was only the treatment given to the experimental sample through the V-Scope activities of the V-Scope kinematics laboratory. All students were requested to answer to identical pre- and posttests at the beginning and end of the teaching. In all the groups there is a significant improvement between the pre- and posttests in students' ability to use and interpret graphs in general; but when we compare the students' performances on the posttest alone, we find a statistically significant difference only between those who worked in the VScope kinematics laboratory and those who did not. The results of this study indicate that the V-Scope kinematics laboratory activities are pedagogically promising for the learning of kinematics concepts and graphing skills.

Citation

Trumper, R. (1997). Learning Kinematics With a V-Scope: A Case Study. Journal of Computers in Mathematics and Science Teaching, 16(1), 91-110. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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