Spreadsheet application showing the proper elevation angle, points of shot and impact of a projectile

Benacka, Jan

doi:10.1088/0031-9120/50/3/342

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…Work from Benacka investigates the motivating effects of using spreadsheet modelling of real-world physics problems [70,71]. For example, 97% of high school students that modelled one of three mechanics problems, that are normally not part of high school physics, with 'Excel' using the Euler Method found the lesson very interesting [72].…”

Section: Research Results On Computational Modelling In Literaturementioning

confidence: 99%

The benefit of computational modelling in physics teaching: a historical overview

Weber

Wilhelm

2020

Eur. J. Phys.

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Computational modelling is not only an important element in scientific research, it also has a rich history in physics education and its application in the classroom has changed greatly over the last few decades. To explain why computational modelling is used in physics education, we discuss its use in teaching and the benefits to the teaching and learning process. Secondly, historical developments are highlighted, and different methods of computational modelling are discussed in more detail, developing the desired features of modern software for classroom computational modelling. A review of the research in this field was conducted, showing what is known about the effects of computational modelling on students’ conceptual understanding, systemic thinking, views about nature of science and interest in physics, among others variables. Derived from the research results, recommendations are given about the use of computational modelling in physics education and research recommendations are presented with the goal to better understand the interaction between the student and computational modelling process.

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Section: Research Results On Computational Modelling In Literaturementioning

confidence: 99%

The benefit of computational modelling in physics teaching: a historical overview

Weber

Wilhelm

2020

Eur. J. Phys.

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“…Die Nutzung von "VPython" half Studierenden außerdem nach eigener Einschätzung dabei, drei verschiedene Probleme zu modellieren und die Physik dahinter besser zu verstehen (Hawkins et al, 2017). Benacka (2015b) untersuchte in verschiedenen Studien die motivierenden Eigenschaften der mathematischen Modellbildung mit Tabellenkalkulationsprogrammen in Oberstufenschulen (Benacka, 2015a(Benacka, , 2015b und kam zu dem Ergebnis, dass 97 % der Schüler*innen die Einheit, in der ein neuartiges Problem mit dem Euler-Verfahren modelliert wurde, sehr interessant fanden (Benacka, 2016).…”

Section: Forschungsergebnisse 11unclassified

Mathematische Modellbildung und Videoanalyse zum Lernen der Newtonschen Dynamik im Vergleich

Weber¹

2022

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Newtons laws of motion are known to be difficult to understand for students. Many persistent preconceptions exist, that are incompatible to the physical theory. Those preconceptions hinder the progress in conceptual understanding of Newtons laws. One reason for the persistence of those conceptions is the focus on idealized situation is physics class. Students have difficulties with those situations and a gap between physics class and the real world can arise. Complex motions from everyday life are too mathematically difficult for physics lessons in school. The computer as a tool can help to bridge that gap. This pre-post-design study with = 274 students from 11 th grade of German (Hessian) schools investigates two different ways of using the computer to discuss complex motions with friction regarding their efficacy in improving the conceptual understanding of Newtons first two laws after the school lessons. For that, two equivalent interventions were designed that only differ in the way the computer is used. In each intervention, four different experiments are discussed. The students always work in groups of two after the respective experiment is shown in the plenum. The test, which was used to measure conceptual understanding and other variables, is partly based on known tests. Other parts of the test were created and piloted for this study. Additionally, screen recordings in combination with the conversations of = 45 students were used to investigate, among other things, the way students use the software.A significant difference with large effect size between conceptual understanding in the pre-test and post-test was found in both cohorts. A comparison showed no difference between computational modelling and video motion analysis in the overall conceptual understanding. However, a significant difference in items regarding Newtons first law was found. The computational modelling cohort improved significantly more. It was also found that the common preconception, that a force in the direction of motion is necessary, was reduced further in the computational modelling cohort. An analysis of the screen recordings reveals that this preconception is expressed more often in that group as well. This leads to the conclusion that modelling forces students to activate the preconception which is then disproved by the comparison of the model and the data in the software. This cognitive conflict leads to a bigger reduction of the preconception which in turn leads to a larger improvement in the items regarding Newtons first law. The computational modelling cohort also improves in model understanding. More differences (e.g. cognitive load and different affective variables) were found and are being discussed.

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“…Some of the shortcomings were explained with difficulties related to the software [15]. Though it is also possible to use spreadsheet software to model movements [16][17][18], there are programs specifically built for the use of computational modeling in mechanics classes in school, like "Newton-II" [19]. These enable students to easily use the software themselves without the need to learn a programming language first.…”

Section: A Computational Modellingmentioning

confidence: 99%

Conceptual understanding of Newtonian dynamics in a comparative study of computational modeling and video motion analysis

Weber¹,

Wilhelm²

2021

2021 Physics Education Research Conference Proceedings

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There are many difficulties for students when it comes to learning the fundamental relationships in Newtonian mechanics, which is supported by manifold research. Even after class the understanding of Newton's laws of motion is often inadequate, which is problematic because classical mechanics is the foundation of many other areas in physics and the natural sciences in general. These problems stem from the fact that students' preconceptions in the field of mechanics are especially diverse and persistent because they are strengthened in everyday life over the course of many years. These preconceptions and the fact that idealized situations are often most prominent in class can lead to a felt incompatibility of everyday life and physics lessons. The computer can be a tool to reduce that gap by discussing complex and authentic motions in class without the need to use difficult mathematics, which can lead to reduction in certain unwanted preconceptions. Two different ways of using the computer in mechanics class, computational modeling and video motion analysis, are discussed in this article. The two methods are compared in a pre-post design study with N = 267 students from 11 th grade from German high schools in regard to the overall conceptual understanding of Newton's first two laws. The results suggest that both methods can be successful in teaching the basic concepts of Newtonian dynamics and no differences can be seen in the overall scores for conceptual understanding. Furthermore, it seems that computational modeling performs better in items regarding Newton's first law due to a comparatively greater reduction of a specific preconception, which is further discussed in the article.

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Spreadsheet application showing the proper elevation angle, points of shot and impact of a projectile

Cited by 7 publications

References 11 publications

The benefit of computational modelling in physics teaching: a historical overview

The benefit of computational modelling in physics teaching: a historical overview

Mathematische Modellbildung und Videoanalyse zum Lernen der Newtonschen Dynamik im Vergleich

Conceptual understanding of Newtonian dynamics in a comparative study of computational modeling and video motion analysis

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