Microcomputer-based Laboratory Tools Research Articles

Understanding kinematics graphs using MBL tools, simulations and graph samples in an interactive engagement context in a Ghanaian university

Many students have problems when it comes to describing the shapes of displacement, velocity and acceleration-time graphs (x, v, a-t graphs), conversion of graphs from one form into another, and calculating and getting the meaning of slopes and areas under kinematics graphs. They often describe shapes of graphs as pictures and give interpretation without taking into cognizance of the type of graph being considered. In this study, 37 first year university physics students (Group One: 17 students and Group Two: 20 students) at the University of Education in Winneba (Ghana) in two consecutive years, were introduced to the use of microcomputer based laboratory (MBL) tools; simulations and graph samples to practice and describe the shapes of kinematics graphs; conversion of graphs from one form to the other; calculation of slopes and areas under kinematics graphs, and their meanings, all in an interactive engagement teaching. Students were made to answer the “Test of Understanding Graphs in Kinematics” (TUG-K) before and after the introduction of the use of MBL tools, simulations and graph samples. Students’ scores were compiled and converted to mean proportion scores and average normalized gain 〈g〉, under the four concepts “Area under the graph (meaning and calculation); Slope (meaning and calculation); Graph description; and Graph transformation”. The results indicate that the first year university students in the two groups all did better in describing the shapes of kinematics graphs, transforming kinematics graphs, calculating and getting the meaning of slopes and areas under kinematics graphs when they were tested with the same instrument after instruction in kinematics. This goes to show that MBL tools, simulations and graph samples when used in an interactive engagement manner can improve the teaching and learning of kinematics graphs in physics.

Real-Time Data Display, Spatial Visualization Ability, and Learning Force and Motion Concepts

In this study, we examined how students' levels of spatial visualization ability interact with learning physics in a microcomputer-based laboratory (MBL) environment. Undergraduate students who had taken an introductory physics course based on MBL tools were pre- and posttested at the beginning and at the end of the semester on spatial visualization ability and their conceptual understanding of mechanics. The results showed that while spatial visualization is a reliable predictor for students' performance on physics conceptual evaluation tests before MBL instruction, the relation is not significant after the instruction. Furthermore, as a result of MBL instruction, students' levels of spatial visualization increased significantly. In addition, a group of science teachers presented with different types of MBL activities also showed a significant increase in spatial visualization ability.

An introduction to physics education research

At a number of U.S. universities, some physicists are focusing their research effort on physics education research (PER). This paper examines this development in terms of the knowledge of teaching and learning, curriculum projects and practices it has produced. First, a selective review of research and curriculum development projects provides an introduction to PER for readers unfamiliar with it. Studies based on surveys and interviews are emphasized, as well as curriculum projects that make use of microcomputer-based laboratory tools (MBL). Other efforts are mentioned more briefly, but illustrate the breath of research and development activity. Following the review, I examine the evidence for the effectiveness of some of the curricula discussed, and identify three areas in which greater interaction between the PER and educational researchers working in other fields should be fostered: (a) statistical data analysis, (b) micro-analysis of learning situations, and (c) ways in which subject matter knowledge in physics can contribute to school-based projects and educational research. The concluding section of the paper argues for multi-disciplinary graduate programs in physics education, which are intended to provide a solid base in physics as well as research and innovation in education. PACS Nos.: 01.40.Fk, 01.50.Ht

An introduction to physics education research

At a number of U.S. universities, some physicists are focusing their research effort on physics education research (PER). This paper examines this development in terms of the knowledge of teaching and learning, curriculum projects and practices it has produced. First, a selective review of research and curriculum development projects provides an introduction to PER for readers unfamiliar with it. Studies based on surveys and interviews are emphasized, as well as curriculum projects that make use of microcomputer-based laboratory tools (MBL). Other efforts are mentioned more briefly, but illustrate the breath of research and development activity. Following the review, I examine the evidence for the effectiveness of some of the curricula discussed, and identify three areas in which greater interaction between the PER and educational researchers working in other fields should be fostered: (a) statistical data analysis, (b) micro-analysis of learning situations, and (c) ways in which subject matter knowledge in physics can contribute to school-based projects and educational research. The concluding section of the paper argues for multi-disciplinary graduate programs in physics education, which are intended to provide a solid base in physics as well as research and innovation in education. PACS Nos.: 01.40.Fk, 01.50.Ht

Learning motion concepts using real-time microcomputer-based laboratory tools

Microcomputer-based laboratory (MBL) tools have been developed which interface to Apple II and Macintosh computers. Students use these tools to collect physical data that are graphed in real time and then can be manipulated and analyzed. The MBL tools have made possible discovery-based laboratory curricula that embody results from educational research. These curricula allow students to take an active role in their learning and encourage them to construct physical knowledge from observation of the physical world. The curricula encourage collaborative learning by taking advantage of the fact that MBL tools present data in an immediately understandable graphical form. This article describes one of the tools—the motion detector (hardware and software)—and the kinematics curriculum. The effectiveness of this curriculum compared to traditional college and university methods for helping students learn basic kinematics concepts has been evaluated by pre- and post-testing and by observation. There is strong evidence for significantly improved learning and retention by students who used the MBL materials, compared to those taught in lecture.