Connecting Research to Teaching: Kinematics and Graphs: Students' Difficulties and CBLs

Hale, Patricia

doi:10.5951/mt.93.5.0414

Cited by 16 publications

(6 citation statements)

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“…This type of interpretation demonstrates that students seek to visualize the movement described in the graph [38]. This prevents them from analysing the graph completely, meaning that they disregard the graph's axes [39] and analyse the shape of the curve alone. This type of difficulty is linked to the concept that the graph is a photograph of the movement [40].…”

Section: Graphics and Image Analysismentioning

confidence: 99%

“…These difficulties can be also observed in activities involving force diagrams. In general, students face many difficulties in the construction and interpretation of these diagrams, especially because they consider this type of activity to be displaced from the problem-solving process [35][36][37][38][39][40]. Drawing diagrams is an important problem-solving activity that can transform a given problem into a representation that is easier to explore and solve.…”

Section: Graphics and Image Analysismentioning

confidence: 99%

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Common errors in mechanical physics among high school graduates in Brazil

Marcom¹,

Villar²,

Kleinke³

2021

Phys. Educ.

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Research on problem-solving strategies has been conducted since the 1940s. Experts and novices use different strategies in problem solving; the main difference is in the familiarity with which they face new problems. For multiple-choice problems, an analysis of distractors can provide possible clues about the resolution processes developed by examination candidates and reveal some learning difficulties. Thus, this study analysed data from the Brazilian National High School Examination (ENEM) because it holds great importance at the national level and mobilizes millions of candidates due to its advantages, such as admission to high social demand courses in public universities in Brazil. Our main objective was to identify some of the difficulties high school graduates face in mechanical physics. Thus, we analysed the rate of alternatives for a sample of six million students, finding that practically all the mechanics items indicated that there was no priority model in the item resolution process. Considering this finding, we concluded that the mechanics items at ENEM could be deemed difficult to solve, also indicating a greater variety of errors that students comment on. To analyse these possible mistakes made by students, we applied the analysis on distractors, which represent the reasoning hypotheses that students make when solving an item incorrectly. The analysis revealed the existence of a large set of errors in the knowledge of these students, such as mathematical immediacy (40%), symbolic forms (22%), non-scientific conception (22%), intuitive reasoning (9%), and analysis of the wrong images provided by the item (9%).

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Section: Graphics and Image Analysismentioning

confidence: 99%

Section: Graphics and Image Analysismentioning

confidence: 99%

Common errors in mechanical physics among high school graduates in Brazil

Marcom¹,

Villar²,

Kleinke³

2021

Phys. Educ.

View full text Add to dashboard Cite

show abstract

“…Kinematic graphs are a mathematical application of graph knowledge. Kinematic graphs are based on the more realistic motion states of an object (Hale, 2000). Understanding kinematic graphs can be used to evaluate students' preconceptions and learning outcomes (Vaara & Sasaki, 2019).…”

Section: Introductionmentioning

confidence: 99%

Practice rehearsal pairs with dynamic video media: Improving students' kinematics graph interpretation skills

Hariroh,

Hidayat,

Sutopo

et al. 2024

Momentum: Physics Education Journal

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This study aims to examine the impact of Practice Rehearsal Pairs (PRPs) with Dynamic Video Media (DVM) on improving students' skills to interpret kinematics graphs in Physics subjects among junior high school students in Malang. This research is descriptive with a quantitative approach. Data collection was conducted through tests, observations with open questionnaires to three classes totaling 77 eighth-grade students in Malang City. Semi-structured interview participant selection was carried out to obtain detailed and in-depth answers from the students' perspectives. The instrument used to explore kinematics graph interpretation abilities consisted of 10 kinematics graph questions taken from The Test of Understanding Graphs in Kinematics (TUG-K). The research results show that eighth-grade junior high school students in Malang have a low ability to interpret kinematics graphs, with an average initial exploration ability score of 54.6. The difficulties experienced by students include reading graphs through slope/gradient, area under the graph, and direct graph reading. The PRPs learning model with DVM can improve the ability to interpret kinematics graphs of junior high school students. In the three experimental classes, there was an increase in initial exploration ability scores and final ability test scores. The non-parametric test results using the Wilcoxon Signed Rank Test show that all three classes have a Sig. (2-tailed) value of 0.000 < 0.05, thus it can be concluded that there is a significant difference between the initial and final abilities of students in the experimental classes before and after the implementation of PRPs and the use of DVM. This indicates that the PRPs learning model with DVM can improve the ability to interpret kinematics graphs of junior high school students.

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“…Some calculus education researchers have started to pay more attention to how students understand, apply, and use the derivative concept in contexts outside of mathematics because of the derivative's importance in science and engineering fields of study and the challenges students face when using it in those fields (Berry & Nyman, 2003;Roorda, Vos, & Goedhart, 2007). However, the vast majority of the mathematics education research dealing with applications of the rate of change and the derivative is centered on the contexts of position, velocity, and acceleration (Berry & Nyman, 2003;Bezuidenhout, 1998;Bowers & Doerr, 2001;Hale, 2000;Marrongelle, 2004;Roschelle, 2000;Schwalbach & Dosemagen, 2010;Zandieh, 2001).…”

Section: Introductionmentioning

confidence: 99%

Students’ Mathematical Creative Thinking Obstacle and Scaffolding in Solving Derivative Problems

Mutia,

Kartono,

Dwijanto

et al. 2023

JHETP

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The difficulties experienced by students in studying derivative material are difficulties understanding the definition of derivatives and representations of these derivatives. Derivatives are a material that is quite difficult to develop mathematical creative abilities because they have many functions and symbols. This difficulty indicates a barrier to thinking in students. This research is descriptive qualitative research with five research subjects of Tadris Mathematics at the Curup State Islamic Institute. Each student can think creatively mathematically on the indicators of flexibility, fluency, and originality, but the levels are different. The level of mathematical creative thinking ability can depend on the questions or problems and the material being studied. However, one of the indicators of the ability to think creatively mathematically, which is very weak for students, is originality because students seem rigid with what they have obtained from lecturers and books. Students find it difficult to come up with ideas in solving problems. Barriers to thinking creatively mathematically can occur due to several factors, including 1) due to a lack of prior knowledge of students in understanding problems and determining ideas in planning solutions; 2) a lack of strong concepts possessed by students. One way for lecturers to overcome these obstacles is to provide scaffolding. The provision of scaffolding is carried out using Treffinger learning with several stages, namely basic tools, practice with process, and working with real problems. In practice with process stage, students solve problems by using analogical reasoning to develop their mathematical creative thinking abilities. The stages of analogical reasoning used to consist of the stages of recognition, representation, structuring, mapping, applying, and verifying. This study's findings are that two new stages are added to the early stages of analogical reasoning, namely the stages of recognition and representation.

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Connecting Research to Teaching: Kinematics and Graphs: Students' Difficulties and CBLs

Cited by 16 publications

References 0 publications

Common errors in mechanical physics among high school graduates in Brazil

Common errors in mechanical physics among high school graduates in Brazil

Practice rehearsal pairs with dynamic video media: Improving students' kinematics graph interpretation skills

Students’ Mathematical Creative Thinking Obstacle and Scaffolding in Solving Derivative Problems

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