Advertisement

Computer Modelling in Physics Teaching

  • Veronika Timková
  • Zuzana JeškováEmail author
Chapter

Abstract

Science education in Slovakia, in accordance with the goals of running school educational reform reflecting European trends, focuses on the development of knowledge and skills related to the active scientific inquiry. Students’ activities in the classroom should resemble the work of real scientists that is based on experimentation or modelling approach when studying the real world. In this paper we had a closer look on modelling and mathematical modelling with the help of ICT tools (computer modelling), in particular, that we consider an integral part of science education. Based on our previous experience with teaching using computer modelling, we have developed a learning scenario on the systematic implementation of computer modelling at the upper secondary school level. The designed learning path involves a set of activities that combine experimental and theoretical approach to solving physics problems concerning motion with emphasize on development of students’ modelling competencies. The designed learning scenario has been implemented in three classes of different grammar schools. There were several research questions solved: Is the learning scenario appropriate for the first class upper secondary school? Are students able to solve problems with the help of computer modelling tools? What is the effect of learning scenario on the conceptual understanding? The research questions were answered using different tools, as observation of lessons, analysis of students’ worksheets and test on modelling. The conceptual understanding was evaluated by pretest and posttest consisting of conceptual questions selected from TUG-K, MBT, FCI test and a few non-standardized questions. In the paper, the designed learning scenario and the results of research are discussed.

Notes

Acknowledgments

This work was supported by the Slovak Research and Development Agency under the contract no. APVV-0715-12 Research on the efficiency of innovative teaching methods in mathematics, physics and informatics education.

References

  1. Beichner, R.: Testing student interpretation of kinematics graphs. American Journal of Physics 62, 750-762 (1994).  https://doi.org/10.1119/1.17449 ADSCrossRefGoogle Scholar
  2. Blum, W., Leiss, D.: Modellieren im Unterricht mit der “Tanken”-Aufgabe. Mathematik lehren, Heft 128, 18-21 (2005)Google Scholar
  3. Etkina, E., Warren, A. and Gentile, M.: The role of models in physics instruction. The Physics Teacher 44(1), 34-39 (2006).  https://doi.org/10.1119/1.2150757 ADSCrossRefGoogle Scholar
  4. ESTABLISH project, http://www.establish-fp7.eu
  5. Feynman, R. P., Leighton, R. B., Sands, M. The Feynman Lectures on Physics, Addison–Wesley, Reading, MA, vol. I (1964)zbMATHGoogle Scholar
  6. Heck, A. (2009). Bringing reality into the classroom. Teaching Mathematics and its Applications: An International Journal of the IMA 28(4), 164-179.  https://doi.org/10.1093/teamat/hrp025 CrossRefGoogle Scholar
  7. Heck, A. and Ellermeijer, A. L.: Realizing Authentic Inquiry Activities with ICT. In Tasar M. F. (ed.) Proceedings of the World Conference on Physics Education, pp. 775-786. Pegem Akameni, Istanbul (2014).Google Scholar
  8. Heck, A., Kedzierska, E. and Ellermeijer, A. L.: Design and implementation of an integrated computer working environment for doing mathematics and science. Journal of Computers in Mathematics and Science Teaching, 28(2), 147-161 (2009)Google Scholar
  9. Helmstadter, G. C.: Principles of Psychological Measurement. Engelwood Cliffs, NJ : Prentice-Hall, Inc. (1964)Google Scholar
  10. Hestenes, D.: Toward a modeling theory of physics instruction. American Journal of Physics, 55(5), 440-454 (1987).  https://doi.org/10.1119/1.15129 ADSCrossRefGoogle Scholar
  11. Hestenes, D., Wells, M. Swackhamer, G.: Force concept inventory. Physics Teacher. 30, 141–158 (1992).  https://doi.org/10.1119/1.2343497 ADSCrossRefGoogle Scholar
  12. Hestenes, D. Wells, M.: Mechanics baseline test. Physics Teacher, 30, 159–166 (1992).  https://doi.org/10.1119/1.2343498 ADSCrossRefGoogle Scholar
  13. Newton, L. Rogers, L.: Teaching Science with ICT. Continuum, London (2001)Google Scholar
  14. Software COACH 6. http://cma-science.nl/
  15. Webb, M.: Technology-mediated learning. In Osborne, J and Dillon, J. (eds.) Good Practice in Science Teaching – What research has to say, p. 181, Maidenhead, Open University Press (2010)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Faculty of SciencePavol Jozef Šafárik University in KošiceKošiceSlovakia

Personalised recommendations