Learning to use Cartesian coordinate systems to solve physics problems: the case of ‘movability’

Volkwyn, Trevor; Gregorcic, Bor; Airey, John; Linder, Cedric

doi:10.1088/1361-6404/ab8b54

Cited by 11 publications

(7 citation statements)

References 19 publications

(22 reference statements)

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“…Instead, when some aspect is presented in one semiotic system (say mathematics) and reformulated in that system, that is referred to in the literature as 'transformation'. When it is presented in one system (say spoken language) and reformulated for presentation in another system (say gestures) that is referred to in the literature as 'transduction'-see Bezemer and Kress (2008), Kress (2010), Volkwyn et al (2019), andVolkwyn et al (2020) for physics explorations of transduction making learning possible. What is seen in the multimodal transcriptions of our two episodes are transductions of spoken language (and mathematics) into gesture and sketch, and then having these semiotic parts supplement one another in the communication process.…”

Section: Arising Analytic Considerationsmentioning

confidence: 99%

Using social semiotics and variation theory to analyse learning challenges in physics: a methodological case study

Eriksson

Linder

2020

Eur. J. Phys.

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The aim of the paper is to create a way of extending the utility of using variation theory of learning (VTL) as an analytic tool for exploring student learning in interactive environments for highly complex disciplines such as physics that aims at obtaining additional insights and understanding of students’ learning challenges in physics drawing on a phenomenography perspective. To do this we propose an analytical combination of two perspectives—social semiotics and the VTL—using theoretical constructs from both. Here, in keeping with the phenomenographic perspective that underlies VTL, learning is taken to mean coming to experience things in distinctly new ways. As a case study, students were video recorded during a group problem-solving session while working on circular motion tutorial problems. Through the combined analytic approach, we were able to identify the students’ relevance structure as enacted as a function of what was in focal awareness and what dimensions of variation that were presented. A social semiotic multimodal transcription is used to illustrate the proposed methodology, which is made up of the semiotic systems that the students chose to use to build their discursive engagement on. As a methodology paper, and because such discussion already exists in the literature, how this kind of analytic combination can provide additional teaching insights and how these insights could be used to enhance teachers’ understanding of their students’ learning are not presented in this paper.

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Section: Arising Analytic Considerationsmentioning

confidence: 99%

Using social semiotics and variation theory to analyse learning challenges in physics: a methodological case study

Eriksson

Linder

2020

Eur. J. Phys.

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“…Kinovea 0.8.27 software (Kinovea, Bordeaux, France) [34] was used to track the markers, and the marker coordinates were exported to XLM (Extensive Markup Language) files. The origin of the coordinates in Cartesian plan (i.e., an ordered pair (x,y) representing position on the horizontal x-axis-from left to right, and on the vertical y-axis-from bottom to top) [35] was assigned to the marker placed in the shoulder, elbow, and barbell and recalibrated for each of the repetitions.…”

Section: Displacement and Vertical Distance Measurementsmentioning

confidence: 99%

Accuracy of Hidden Markov Models in Identifying Alterations in Movement Patterns during Biceps-Curl Weight-Lifting Exercise

et al. 2022

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This paper presents a comparison of mathematical and cinematic motion analysis regarding the accuracy of the detection of alterations in the patterns of positional sequence during biceps-curl lifting exercise. Two different methods, one with and one without metric data from the environment, were used to identify the changes. Ten volunteers performed a standing biceps-curl exercise with additional loads. A smartphone recorded their movements in the sagittal plane, providing information on joints and barbell sequential position changes during each lift attempt. An analysis of variance revealed significant differences in joint position (p < 0.05) among executions with three different loads. Hidden Markov models were trained with data from the bi-dimensional coordinates of the joint positional sequence to identify meaningful alteration with load increment. Tests of agreement tests between the results provided by the models with the environmental measurements, as well as those from image coordinates, were performed. The results demonstrated that it is possible to efficiently detect changes in the patterns of positional sequence with and without the necessity of measurement and/or environmental control, reaching an agreement of 86% between each other, and 100% and 86% for each respective method to the results of ANOVA. The method developed in this study illustrates the viability of smartphone camera use for identifying positional adjustments due to the inability to control limbs in an adequate range of motion with increasing load during a lifting task.

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“…From a mathematical point of view, a rotation is like a linear transformation involving coordinates; in physical terms, all the physical properties of the body are maintained. Changing coordinates can facilitate solving some problems (Volkwyn et al, 2020).…”

Section: Case Study: Rotation Of Coordinate Systemsmentioning

confidence: 99%

The Construction of the Tower of Pisa as a Basis for Problem-Solving in the Exact Sciences and the Use of Interdisciplinarity in Teaching

et al. 2022

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Background: Learning in exact sciences is a common problem for education in all countries. New education technologies are proposed to solve these situations, and using real problems in teaching is suggested. Objectives: This article associates Pólya's problem-solving method with the real problems in the construction of the Tower of Pisa. Design: In this work, we propose a multidisciplinary approach to the history of the construction of the Tower of Pisa, related to the social, historical, geological, and mainly physics and engineering problems shown in this work. Setting and participants: The authors were responsible for elaborating and solving the proposed problems. Data collection and analysis: The data used come from the history of the Leaning Tower of Pisa as a pedagogical basis for teaching, especially in the exact sciences. Results: Many problems and resolutions via Pólya's problem-solving method Acta Sci. (Canoas), 24(5), 231-265, Sep./Oct. 2022 232 were performed to show teaching possibilities to teachers and students. Conclusions: The Tower of Pisa theme can be used to implement new education technologies, such as modelling, problem-solving, and real-life problems, as it enriches school culture and attracts an inter-and multidisciplinary character to teaching, as shown through the proposed teaching in exact sciences examples.

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Learning to use Cartesian coordinate systems to solve physics problems: the case of ‘movability’

Cited by 11 publications

References 19 publications

Using social semiotics and variation theory to analyse learning challenges in physics: a methodological case study

Using social semiotics and variation theory to analyse learning challenges in physics: a methodological case study

Accuracy of Hidden Markov Models in Identifying Alterations in Movement Patterns during Biceps-Curl Weight-Lifting Exercise

The Construction of the Tower of Pisa as a Basis for Problem-Solving in the Exact Sciences and the Use of Interdisciplinarity in Teaching

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