Abstract
This article describes how computer aided modeling in physics education can help to accentuate the concept structure of a physical domain, to examine more complex and realistic phenomena, and to advance student orientation of physics instruction. Several examples from high school physics courses working with the modeling system Stella show how this didactic potential can be realized in the classroom. The effects of computer aided modeling on physical reflection and the development of physical competence are evaluated.
This paper is based on the research and development “computers in Physics Education”, funded by the German Federal Minister for Education and the Senator for Education, Sciences and Arts of the State of Bremen.
The author would like to thank Thomas Bethge and Horst Becker for their ideas and contributions to this paper.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bethge, Th.: Aspects of students’ conceptual frameworks in atomic physics. Dissertation. University of Bremen 1988
Chi, M.T.H.; Feltovich, P.J. Glaser, R.: Categorization and representation of physics problems by experts and novices. In: Cognitive Science 5, 121–152 (1981)
Duit, R.: Students’ conceptual frameworks - consequences for learning science. In: Glynn, S.; Yeany, R.; Britton, B. (Eds.): The psychology of learning science. Hillsdale, NJ: Erlbaum 1990
DYNAMOS. Software for dynamic modeling and simulation. Braunschweig: Westermann 1988.
Forrester, J.W.: Grundzüge einer Systemtheorie. Wiesbaden: Gabler 1972
Härtel, H.: Learning and understanding of physical concepts. Kiel: IPN 1990
Hassell, D.J. Webb, M.E.: MODUS: The integrated modelling system. In: Kibby, M.: Computer assisted learning. Selected proceedings from the CAL ‘89 symposium, Guilford, pp. 265–270. Oxford: Pergamon Press 1990
Haugen, H.: Development tools for educational software: Open-ended software and creative programming tools. In: Tinsley, D.; van Weert, T. (eds.): Educational software at secondary level. Proceedings of the IFIP WG 3.1 Working Conference on Educational Software at Secondary Level, Reykjavik, Island, 19–23 June 1989
Hennessy, S.; Spensley, F.; O’Malley, C. et al.: A direct manipulation microworld for vertical motion. Milton Keynes: Open University, Centre for Information Technology in Education, Report No. 92, 1989
MacDonald, W.M; Redish, E F. Wilson J.M.: The M.U.P.P.E.T. Manifesto. In: Computers in Physics, pp. 23–30, July/August 1988
Miller, R.S.; Ogborn, J.; Turner, J. et al.: Towards a tool to support semi-quantitative modelling. University of London, Department of Computing, Imperial College, 1989
Niedderer, H.: Alternative frameworks of students in mechanics and atomic physics: Methods of research and results. In: Novak, J.D.(ed.): Proceedings of the second international seminar ‘Misconceptions and Educational Strategies in Science and Mathematics’. Ithaca NY: Cornell University 1987
Niedderer, H.; Bethge, Th. Schecker, H.: Computers in physics education: First Project Report. University of Bremen, Inst. of Physics Education 1989
Niedderer, H.; Bethge, Th. Schecker, H.: Computers in physics education: Second Project Report. University of Bremen, Inst. of Physics Education 1990
Niedderer, H.; Schecker, H. Bethge, Th.: Computer-based modelling, student-centered teaching strategy and the development of physics concepts. In: Proceedings of the NATO workshop ‘Student development of physics concepts: the role of educational technology’, Pavia, October 1989 (in press)
Ogborn, J.: Dynamic modelling system. Microcomputer software. London: Longmans 1984
Schecker, H.: Students’ alternative frameworks in mechanics. Dissertation. University of Bremen 1985
Scott, P.; Dyson, T. Gater, S.: A constructivist view of learning and teaching science. University of Leeds, Centre for Studies in Science and Mathematics Educadon 1987
STELLA 2.0 - Software for education. High Performance Systems,13 Dartmouth College Highway. Lyme, NH, USA 1987
Thornton, K.: Tools for scientific thinking: learning physical concepts with real-time laboratory measurement tools. Paper based on an invited talk at the Conference on Computers in Physics Instruction, North Carolina State University, July 1988
Trowbridge, D.E.: Graphs and tracks. Pittsburgh: Carnegie Mellon University, Center for Design of Educational Computing 1989
Walser, W. Wedekind, J.: Available model building systems. In: LOG IN 9, 16–17 (4/ 1989 )
Webb, M. Hassell, D.: Opportunities for computer based modelling and simulation in secondary education. In: Lovis, F. Tagg, E.D. (eds.): Computers in education. Elsevier (North-Holland) 1988
Wedekind, J. Walser, W.: Model building with a graphical representation. In: Bethge, Th. Schecker, H. (eds.): Software tools for model building in physics education. University of Bremen 1990
Wiser, M.; Kipman, D. Halkiadakis, L.: Can models foster conceptual change? The case of heat and temperature. Cambridge MA: Educational Technology Center 1988
Zebrowski, E.: Superterminal velocities In: The Physics Teacher, November 1989
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1993 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Schecker, H.P. (1993). The Didactic Potential of Computer Aided Modeling for Physics Education. In: Ferguson, D.L. (eds) Advanced Educational Technologies for Mathematics and Science. NATO ASI Series, vol 107. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02938-1_6
Download citation
DOI: https://doi.org/10.1007/978-3-662-02938-1_6
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-08152-1
Online ISBN: 978-3-662-02938-1
eBook Packages: Springer Book Archive