A Tutorial Worksheet to Help Students Develop the Ability to Interpret the Dot Product as a Projection

Barniol, Pablo; Zavala, Genaro

doi:10.12973/eurasia.2016.1271a

Cited by 16 publications

(9 citation statements)

References 12 publications

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“…The level of conceptual understanding, especially physics learning, is realized through the way of interpreting learning problems. Interpretation of problems in learning physics can be done using simulations, graphs, and worksheets tutorial [27][28][29][30]. Mathematical representation serves as a guide in the arrangement of equations, but for students who are "lacking" in solving problems only practice the ability of mathematical representation [31].…”

Section: Introductionmentioning

confidence: 99%

Development of physics comic based on local wisdom: Hopscotch (engklek) game android-assisted to improve mathematical representation ability and creative thinking of high school students

et al. 2020

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Comic can be an effective educational tool at various levels of Education. Developmental trends of technology can be used as a learning medium. In this research the comics are designed for operated using an android. This study aims to produce a local wisdom based physics comic media: hopscotch game that is suitable for learning impulse and momentum material in high school, and to know the effectiveness of the media used to improve mathematical representation and creative thinking of students. This research is a Research and Development (R&D) using the Borg & Gall model. Research instruments include product assessment sheets, questionnaire, mathematical representation and creative thinking tests. The data analysis technique used is the MANOVA test. The results show that the product is a media that is operated using a smartphone/ android with the EPUB-Reader application or a computer with an internet browser. The comic media contains impulse and momentum material, videos, examples, and practice questions. The product is categorized as suitable to be used in the physics learning process. There is a difference between the experimental and control classes. This shows that the local wisdom based Physics comic: android-assisted can improve mathematical representation and creative thinking of high school students.

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Section: Introductionmentioning

confidence: 99%

Development of physics comic based on local wisdom: Hopscotch (engklek) game android-assisted to improve mathematical representation ability and creative thinking of high school students

et al. 2020

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“…Instructors should reflect on how Gauss's and Ampere's laws are presented in class and the time dedicated to understanding the concepts of electric flux and magnetic circulation and their relations to the electric and magnetic fields, respectively. We encourage electricity and magnetism instructors to design active learning activities that include cognitive scaffolding (Zavala, 2019) or tutorials (Barniol & Zavala, 2015, 2016 to address the possible interference explicitly.…”

Section: Implications For Teachingmentioning

confidence: 99%

Learning interference between electricity and magnetism? Analysis of patterns and consistency

Campos

Hernandez

Barniol

et al. 2023

EURASIA J Math Sci Tech Ed

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Due to the similarities between Gauss’s and Ampere’s laws, students can present cognitive interference when learning these laws in the introductory physics course. This study aims to analyze the interference patterns that emerge in students’ answers when solving problems that involve Gauss’s and Ampere’s laws and related concepts (e.g., electric flux and magnetic circulation). We conducted a study of 322 engineering students attending a private Mexican university. We applied two open-ended questionnaires with questions that prompted using Gauss’s and Ampere’s laws. We analyzed students’ answers to identify whether they presented some word or element of an equation from the opposite context and coded them into coding families. We analyzed the consistency of interference by counting the times each student presented some interference in general and by coding family. The results indicated that the interferences related to the shape of the Gaussian surface or Amperian trajectory and field-related concepts are shared among contexts. However, the interference related to the source of the field (charge or current) is predominant in magnetism. In contrast, the interference related to using elements from the opposite context in an equation predominates in electricity. In other words, students referred to currents as charges and wrote equations that contained B (for magnetic field) or other similar elements in Gauss’s law. The general consistency analysis revealed that around half the students presented at least one interference in both contexts. We recommend that the interference between electricity and magnetism in Gauss’s and Ampere’s laws must not be overlooked. This study’s findings can guide introductory and intermediate electricity and magnetism instructors to address this interference phenomenon.

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“…Literature about the degrees of impacts of students’ worksheets as scaffolds is varied. Some studies demonstrated significant impacts on students’ learning (Barniol & Zavala 2016 ; Kammerer, Meier & Stahl 2016 ; Repdayanti & Oktavia 2018 ; Utami et al 2016 ). For example, Kammerer et al ( 2016 ) examined whether a paper-based worksheet intervention effectively supported secondary-school students’ reflection in an Internet-reading task.…”

Section: Inquiry Learning For Disaster Risk Reduction Purposesmentioning

confidence: 99%

“…Meanwhile, worksheets in general can be developed to assist students in the inquiry process of learning. Barniol and Zavala ( 2016 ) suggested that worksheets should not only contain a collection of practice test questions, but also a systematic guide for the process of scientific activities in building conceptual understanding. Students will not only become adept in understanding the issues, but will also be able to express their opinions in their own words (Kuamr Mishra 2014).…”

Section: Introductionmentioning

confidence: 99%

Comic worksheets for integrated disaster risk reduction learning in the subject of Geography

Yani

2021

Jàmbá Journal of Disaster Risk Studies

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Indonesian students have limited visual learning capacity. Low literacy of such students has gained the researcher’s attention in developing their literacy through comic worksheets. The researcher created comic worksheets with blank speech bubbles to help high school students build their conceptual framework about disaster risk mitigation. This study attempts to investigate the effectiveness of comic worksheets in helping high school students learn disaster risk reduction (DRR) in the subject of Geography. This study followed the research and development (RD) approach to develop comic worksheets with blank speech bubbles. A paired sample t-test was used to analyse the mean difference between the pre-and post-test scores of 103 students. The results show a significant difference between both means. It indicates that using comic worksheets could improve student learning outcomes. It could also effectively be used as an assessment instrument for the students’ affective aspects. Dialogues among comic characters compiled by students record their attitudes and behaviour in their everyday life. Collaboration between teachers, learning media developers, and artists is needed to create comic packages for learning Geography.

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A Tutorial Worksheet to Help Students Develop the Ability to Interpret the Dot Product as a Projection

Cited by 16 publications

References 12 publications

Development of physics comic based on local wisdom: Hopscotch (engklek) game android-assisted to improve mathematical representation ability and creative thinking of high school students

Development of physics comic based on local wisdom: Hopscotch (engklek) game android-assisted to improve mathematical representation ability and creative thinking of high school students

Learning interference between electricity and magnetism? Analysis of patterns and consistency

Comic worksheets for integrated disaster risk reduction learning in the subject of Geography

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