A discussion on velocity–speed and their instruction

Abstract

This study was conducted to investigate how to teach velocity and speed effectively, with which activities and examples. Although they are different quantities, they are generally used in the same meaning. Study data and the quantities discussed were obtained from the examination of documents such as scientific articles and books about the instruction and they were examined by descriptive analysis approach. Expository instruction was supported with writing to learn activities and an approach actualized in seven stages was suggested so that velocity and speed could be understood at an anticipated level. At each stage, possible practices were explained; and especially at the fifth stage of the study, a detailed example on distance, displacement, velocity and speed promoted the understanding of presented quantities much more easily and correctly with their critical properties, thus students would be able to associate it with their prior knowledge. Moreover, it was anticipated based on these reasons that the example could be used as a tool to actualize permanent learning. At the last stage of the study, it was considered that having students write a letter and a summary to young respondents could support the practices in the previous stages, and also it would help promoting long-term retention of the learned concepts.