Teaching kinematics with OZOBOT: a proposal to help improve student’s graph interpretation skills

Balaton, Mariana; Silva, Luciano F. da; Carvalho, Paulo Simeão

doi:10.1088/1361-6552/ab97a4

Cited by 3 publications

(3 citation statements)

References 10 publications

(11 reference statements)

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“…The effect was that students had substantial prior knowledge, and pre-test scores did not reflect an expected normal distribution. Future studies should consider working with a more general audience or students much earlier in their learning trajectory, perhaps including secondary students who are just learning algebra (around ages [12][13][14]. Alternatively, more difficult assessment questions could provide a deeper understanding of upper-level students' learning gains with the technology.…”

Section: Discussionmentioning

confidence: 99%

“…Early on, educators conceived of microcomputer laboratories with commercially-designed, specialized ultrasonic rangers attached to a computer visualization output [8][9][10]. Seeking other technologies that are more accessible, versatile, or cheaper, recent proposals have incorporated ultrasonic rangers on Arduino boards [11], robots [12,13], and Kinect for Xbox One [14]. Despite smartphones' potential for collecting and visualizing physics-related data for many topics [15], the low-cost mobile accelerometers embedded within them are generally not adequate for capturing accurate position data-at least in introductory physics contexts-due to a need for regular recalibration and data cleaning [16].…”

Section: Introductionmentioning

confidence: 99%

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Evaluating learning of motion graphs with a LiDAR-based smartphone application

Megowan-Romanowicz,

O�Brien,

Vieyra

et al. 2023

2023 Physics Education Research Conference Proceedings

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Data modeling and graphing skill sets are foundational to science learning and careers, yet students regularly struggle to master these basic competencies. Further, although educational researchers have uncovered numerous approaches to support sense-making with mathematical models of motion, teachers sometimes struggle to enact them due to a variety of reasons, including limited time and materials for lab-based teaching opportunities and a lack of awareness of student learning difficulties. In this paper, we introduce a free smartphone application that uses LiDAR data to support motion-based physics learning with an emphasis on graphing and mathematical modeling. We tested the embodied technology, called LiDAR Motion, with 106 students in a non-major, undergraduate physics classroom at a mid-sized, private university on the U.S. East Coast. In identical learning assessments issued both before and after the study, the mean score of students working with LiDAR Motion improved by more than that of those using standard-issue sonic rangers. Further, per a voluntary survey, students who used both technologies expressed a preference for LiDAR Motion. This mobile application holds potential for improving student learning in the classroom, at home, and in alternative learning environments.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating learning of motion graphs with a LiDAR-based smartphone application

Megowan-Romanowicz,

O�Brien,

Vieyra

et al. 2023

2023 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

show abstract

“…One of the main challenges of scientific education consists of the search for new didactic strategies that can transform learning into a positive experience that allows students, for instance, to value the importance of acquiring knowledge. There have been a number of longitudinal studies involving the use of creative methods for teaching science which favours a greater integration and assimilation of concepts by each student, at their personal level [3][4][5][6][7][8][9][10][11]. Focusing our attention on drama based pedagogies (DBP), for example, we identify that this methodology essentially consists of a set of techniques that use theatre as a resource for learning scientific concepts.…”

Section: Introductionmentioning

confidence: 99%

From atoms to stars: an interactive theatre play based on ‘The Little Prince’ novella to describe spatial thinking

Acuña-Umaña¹,

Gómez-Quirós²,

Herrera-Sancho³

2022

Phys. Educ.

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The implementation of theatre as a didactic tool for teaching science provides a new perspective on the importance of interdisciplinary approaches in the construction of meaningful learning experiences. Gamification and collaborative work are functional strategies to teach scientific concepts in a creative way. However, there are still conceptual issues about spatial thinking that are difficult for students to understand owing to the lack of visualization of objects and their development through a characteristic chronicle. Here we show an innovative way to unifying science, technology, engineering, arts and mathematics (STEAM) careers through the development of an interactive theatrical play inspired by The Little Prince novella, to promote a culture of integration of science, theatre and literature. One of the more significant findings to emerge from this study is that the didactic strategies used are key ingredients in order to design an unique theatre play based on a link between history of atomic models and literature towards full understanding of spatial macroscales and microscales thinking. Due to the successful in the qualitative assessment results, we are devising to continue exploring the use of these didactic strategies to achieve an integrated and greater impact on students’ learning processes.

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Exploring kinematics graphs using Arduino and an interactive Excel spreadsheet

Ladeira¹,

Calheiro²,

Goncalves³

2022

Phys. Educ.

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We present a low-cost apparatus using Arduino and an ultrasonic distance sensor that permits students to learn about motion graphs more intuitively. Using an interactive interface built using Excel and an add-on, the students can see a graph of position or velocity as a function of time. They are invited to reproduce the proposed motion graph moving themselves in front of the sensor. The Excel spreadsheet presents a real-time of their movement together with the reference.

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Teaching kinematics with OZOBOT: a proposal to help improve student’s graph interpretation skills

Cited by 3 publications

References 10 publications

Evaluating learning of motion graphs with a LiDAR-based smartphone application

Evaluating learning of motion graphs with a LiDAR-based smartphone application

From atoms to stars: an interactive theatre play based on ‘The Little Prince’ novella to describe spatial thinking

Exploring kinematics graphs using Arduino and an interactive Excel spreadsheet

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