Probing Factors Influencing Students’ Graph Comprehension Regarding Four Operations in Kinematics Graphs

Phage, Itumeleng; Lemmer, Miriam; Hitge, Mariette

doi:10.1080/18117295.2017.1333751

Cited by 17 publications

(20 citation statements)

References 25 publications

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“…Saß, Schütte, and Lindner (2017) showed that the structure of the graph with supporting information plays a role in time spent on item task in their analysis of middle‐school students. Phage, Lemmer, & Hitge's 2017 study also corroborates the importance of contextualization of graphed data and the influence that context plays on undergraduate students' graph analysis and comprehension. Taken together, for both assessment and curriculum design, creating supports for graph representation and facilitating analysis of real‐world scenarios strengthens impacts for learning across grade levels.…”

Section: Background Literaturesupporting

confidence: 53%

Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory

2020

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Integrating sophisticated graphical analysis skills as they learn science is essential for K‐12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three‐year period, while also supporting students to develop their capabilities to use graphs to learn science content in complex ways through interactive curriculum materials implemented on a novel technology enhanced curriculum platform. We applied the Knowledge Integration framework to design the curriculum, the assessments, and the rubrics for scoring student explanations. The framework delineates ways to promote links among graphs and science ideas. The rubrics award students higher scores on their explanations based on the level of complexity of their connections between science concepts and, in this research, graphs. The GII and the aligned curriculum were implemented by over 300 middle school students (Grades 6–8) across a 3‐year period. We investigated the impact of the designed curriculum on the integration of graphing and science while also studying the psychometric properties of the GII to validate it for use in future studies. Findings suggest both that the curriculum used to support these students improved their Knowledge Integration capabilities significantly and that the GII instrument is suitable for use with populations across gender and native English language status demographics in Grades 6–8. Implications are discussed around using graphs to learn complex science ideas, as well as the affordances of technology enhanced platforms to support this type of learning and assessment.

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Section: Background Literaturesupporting

confidence: 53%

Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory

2020

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“…The approach showed an improved performance in the students' end of year results as compared to their normal face to face class. Kinematics is a starting concept in the undergraduate introductory physics and research have proved that students have a deficiency in the conceptual understanding and knowledge of it (Phage, 2015;Phage, Lemmer and Hitge, 2017).…”

Section: Problem Statementmentioning

confidence: 99%

Undergraduate Physics Students’ Conceptual Understanding in the Learning of Kinematics Using a Blended Approach

Phage¹

2018

IJAEDU- International E-Journal of Advances in Education

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Undergraduate students' understanding of physics concepts plays a significant role in the students' interest in the subject and its content. Kinematics as an introductory concept at first year level can be used to stimulate and develop students' interest in the subject. Undergraduate will have more ambition to pursue careers in physics or to be competent in the subject knowledge in their different study fields. The study was conducted with 1 st year B. Ed (SP and FET) Natural Science specialization students at Central University of Technology, Free State (CUT) in Bloemfontein. The study investigated how blended learning enhance 1 st year physics students teachers' conceptual understanding of 1-D Kinematics. Physics Education Research (PER) groups emphasized the significance of "active engagement" of students with the concepts to be fully comprehended or known. An open-ended question paper on kinematics from high school exam was administered as a pre-test to introductory physics students. The results showed that more than 70 % of the students could not remember and or recall what they did in high school. A mixed feeling of opinions was obtained and somehow majority of them were even discouraged from this research pre-test and wanted to drop out if that's what is expected of them at university. The researcher had to allay their fears and they were put into an intervention programme through blended learning to gain their self-confidence. A follow-up questionnaire was administered to them and the results indicated an improved performance and competence of over 85% due to understanding the concept than learning to pass.

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“…Prior knowledge in graphs includes skills in sketching line chart abscissa, ordinates, and scales. Skills in interpreting graphical structures, which include identification of elements presented in graphs, are also important in reading and interpreting graphs (Phage et al, 2017). It has been argued that proper identification of graphs or interpretation of graphs does not directly start with the process of reading, but instead, identification of graphical representations usually begins with the understanding graphical structure (Glazer, 2011).…”

Section: Extraction Of Graphsmentioning

confidence: 99%

Improving students graphing skills and conceptual understanding using explicit Graphical Physics Instructions

Bahtaji

2020

CJES

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The study presented investigates the effects of supportive graphical interventions on the graphing skills and conceptual understanding of students in physics. In this study, the first group of participants was presented with ready-made graphs during the instruction, the second group was instructed on the proper construction and extraction of graphs, while the third group was instructed to construct graphs independently. The groups were compared with respect to their scores in the graphing skills and achievement tests before and after the instructions. The group that received supportive intervention in construction and extraction of graphs attained the highest number of high-level graphs constructed and obtained the highest increase in the achievement test scores after the instruction. The results revealed that the use of the supportive graphical intervention in the construction and extraction of graphs improved the graphing skills and conceptual understanding of students, especially for those who experienced difficulties in dealing graphs. Keywords: Graphical interventions, construction of graph, interpretation of graph, graphing skills, conceptual understanding;

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Probing Factors Influencing Students’ Graph Comprehension Regarding Four Operations in Kinematics Graphs

Cited by 17 publications

References 25 publications

Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory

Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory

Undergraduate Physics Students’ Conceptual Understanding in the Learning of Kinematics Using a Blended Approach

Improving students graphing skills and conceptual understanding using explicit Graphical Physics Instructions

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