Effect Of A Video-Based Laboratory On The High School Pupils’ Understanding Of Constant Speed Motion

Abstract

Abstract-Among the physical phenomena studied in high school, the kinematical concepts are important because they constitute a precondition for the study of subsequent concepts of mechanics. Our research aims at studying the effect of a computer-assisted scientific investigation on high school pupils' understanding of the constant speed motion. Experimentation took place in a high school physics classroom. A repeated measures analysis of variance shows that, during the implementation of this strategy, the pupils' understanding of kinematical concepts increased in a significant way. In conclusion, we specify advantages and limits of the study and give future research directions concerning the design of a computer-assisted laboratory in high school physics.

Contribution of the Computer Technologies in the Teaching of Physics: Critical Review and Conception of an Interactive Simulation Software

“…SYNTHESIS OF RESEARCH WORKS ABOUT THE USE OF COMPUTER TECHNOLOGIES IN PHYSICS TEACHING To facilitate the learning of physics, one resorts more and more to the computer technologies to develop activities of modelling and simulation: mechanical and kinematics ( [7], www.ijacsa.thesai.org [8], [9], [10], [11], [12]), electric circuits and electromagnetism [13], [14], [15], [16], [17], [18]), optic ([19], [20], [21]) and acoustic phenomena [22]. Although there are a lot of researches on students' representations concerning mechanical or electrical phenomena, the situation is not the same concerning optics' phenomena where researches on students' representations are rather rare.…”

Pre-service teachers’ approaches to a historical problem in mechanics

“…There is much published research on the use of VBL in physics education, and especially in mechanics [12][13][14]. VBL has been said to provide students with a sort of augmented reality, in which visual data and mathematical models at various levels of complexity can be directly juxtaposed [15], facilitating their direct comparison [16].…”