Functional comprehension of concepts and Graphical representations in kinematics Supported by M.B.l. and simulations

Abstract

The aim of this paper is the formulation of an instructive proposal for the conceptual comprehension of phenomena of Kinematics in one dimension, in the Greek Lyceum, supported by: suitable laboratory activities with the use of MBL (Microcomputer-Based Laboratory), simulations implemented by the «Interactive Physics» and a simple and open web-based software The reasons that impose our particular proposal are: . Conceptual difficulties on graphic representations, related to motion, for students at the first class of Greek Lyceum (Aged 15-16 years old). B. Physics teachers in Greece do not have educational material with explicit educational methodology at their disposal. In addition to this, they do not exploit the interest of their students and they set problems that discourage them. C. Students ask from their teachers, at school, provocative and interesting problems in the school laboratory. Instructive intervention Planning The whole process was implemented in two steps Laboratory - instructive interventions. The activities-experiments were implemented with MBL A post-test. Our sample was divided in an experimental group (24 students for October 2005 and 27 students for October 2006) and a group of control (40 students). In the post-test we used two questions from the FCI test (The Force Concept Inventory) (Hestenes, D., Wells, M. and Swackhamer G. (1992)) and ideas from Worksheets of C.M.S.T. (Center for Science and Mathematics Teaching - Tufts University of Massachusetts), so as that the test has bigger validity. The questions of the post-test were selected upon the following criteria: a. The comprehension of concepts which are related to kinematics. b. The functional comprehension of related graphic representations. c. The confrontation of the students’ alternative ideas. The findings of the results of the post-test indicate the supremacy of the experimental team for questions related to the comprehension of graphic representations and the capability of interpretation of their answers.