What do students really learn from interactive multimedia? A physics case study

Yeo, Shelley; Loss, Robert D.; Zadnik, Marjan; Harrison, Allan G.; Treagust, David F.

doi:10.1119/1.1748074

Cited by 28 publications

(24 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Los modos didácticos de emplear los vídeos en la enseñanza de la física y sus diversos efectos en el aprendizaje que logran los estudiantes se han investigado ampliamente (Zollman y Fuller 1994, Beichner 1996, Rodrigues et al 2001, Yeo et al 2004, Kearney 2004, Climent 2009, Martínez et al 2012. La mayoría de los resultados indican que la interacción de los estudiantes con los vídeos beneficia la comprensión de los conceptos y las leyes de física.…”

Section: El Uso De Vídeo En La Enseñanza Y El Aprendizaje De La Físicaunclassified

¿Cómo deja de fluir un chorro de agua de un recipiente en caída libre?

Balukovic¹,

Sliško²,

Cruz³

2015

Rev_Eureka_ensen_divulg_cienc

View full text Add to dashboard Cite

[Recibido en marzo de 2015, aceptado en julio de 2015] Es bien conocido que un chorro de agua, que fluye de un recipiente perforado que está en reposo, deja de fluir si el recipiente se deja en caída libre. En este artículo, se describe en detalle este fenómeno. Para lograr ese fin, hemos montado a una plataforma un recipiente transparente, del que fluye un chorro de agua, y una cámara que puede realizar vídeograbaciones. Cuando se deja caer libremente la plataforma, se observa cómo desaparece el chorro inicial. Se describen los fenómenos observados durante el proceso de caída y se explican en forma cualitativa. Se sugieren posibles usos didácticos de las fotos capturadas para promover el aprendizaje activo de la física. How does a water jet stop to flow out from a free-falling can?It is well known that a water jet, flowing out from a vessel with a hole that is in rest, stops to flow out if the vessel is in free fall. In this article, we describe a few interesting details of that cease of jet's flow out. To carry out that aim, we have set up on a platform a transparent vessel, from which a water jet flows, and a camera that can do video-recordings. When the platform is leaved to fall freely, it was possible to film the details of how the initial jet disappears. Various observed phenomena are described and commented. These phenomena are explained in a qualitative manner, using physics concepts. Possible didactic uses of the captured photos promoting active physics learning are suggested. IntroducciónEl comportamiento poco común de los astronautas y diferentes objetos en las naves espaciales, gracias a numerosos vídeos de la NASA y otras agencias espaciales disponibles en YouTube, se hizo parte de la cultura visual contemporánea. Como ejemplos ilustrativos se pueden mencionar, el comportamiento de una esfera de agua causado por diferentes acciones externas y el de la llama de una vela, entre otros (NASA 2012).Esos fenómenos se toman como evidencias de que tanto agua y astronautas como llamas de vela están en el «estado de ingravidez». Sin embargo, la interpretación de tal concepto es controvertida, pues depende de cómo se define el concepto de peso. Las dos maneras principales son la «gravitacional» y la «operacional» (Galili 1995).Si el peso de un cuerpo se define como la fuerza gravitacional que ejerce la Tierra (u otro planeta) sobre el cuerpo, entonces, se trata de «ingravidez aparente». Aunque el cuerpo y la nave están bajo la influencia de la gravitación terrestre, el cuerpo en la nave espacial, en caída libre, se comporta como si su «peso aparente» (la fuerza de contacto que ejerce, por ejemplo, sobre una balanza) fuera cero.Si, por otro lado, el peso se define, de manera operacional, como la fuerza con que el objeto presiona la balanza, entonces los cuerpos en la nave espacial, estando todos en caída libre, no pueden ejercer tal fuerza de presión y se encuentran en el estado de «ingravidez real». Los

show abstract

Section: El Uso De Vídeo En La Enseñanza Y El Aprendizaje De La Físicaunclassified

¿Cómo deja de fluir un chorro de agua de un recipiente en caída libre?

Balukovic¹,

Sliško²,

Cruz³

2015

Rev_Eureka_ensen_divulg_cienc

View full text Add to dashboard Cite

show abstract

“…According to these authors, the use of simulated experience on the projectiles motion made the students interact superficially since they kept their intuitive representations on the motion which are erroneous. In the same perspective, Zhou, Brouwer, Nocente and Martin [26] showed that it is possible to create the conceptual change while resorting to experiences that will be followed by a discussion initiated by the teacher where students will argue their ideas following the simulations. But for that to happen, the teacher must have the necessary expertise to manage the erroneous representations of the students.…”

Section: IImentioning

confidence: 99%

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

Métioui¹,

Trudel²

2013

IJACSA

View full text Add to dashboard Cite

Abstract-in the present research, we will synthesize the main research results about the development of interactive computer environments for physics teaching and learning. We will see that few types of software propose environments that take into account the user's erroneous representations in order to make him become aware of his mistakes. The majority of these softwares present modelling activities that are restricted to the automatic collection of experimental data and their analysis under graphical form. As a consequence, we will present the design of computer environments for the learning of the phenomenona of absorption and diffusion of light which will take into account the user's initial representations. The design of these environments is divided in five steps: (1)

show abstract

“…Manske and Conati 6 suggest that little evidence exists to show that games can trigger learning, unless they are supported by other activities. Disconcertingly, Yeo, et al 7 showed that interactive multimedia experiences may not illuminate the key physics concepts for their students, despite interactivity and animated graphics. In their study, "only following researcher intervention, did students develop awareness" of the abstract physics concepts.…”

Section: Etop 2009mentioning

confidence: 99%

Web-based photonics simulator for secondary school students

Campbell¹,

Madden²,

Strickland³

et al. 2009

Education and Training in Optics and Photonics

View full text Add to dashboard Cite

In the "real world", Photonics is somewhat invisible to those who rely upon it worldwide. We would like students to connect their everyday experiences of communications with the underlying ideas in Photonics. To do this, we have developed the Photonics Simulator to illustrate to high school students how text or information is coded into binary optical signals which are relayed through photonic communications networks from sender to receiver.Using our simulator, students construct a virtual network, and then test it by sending messages. The messages are coded using ASCII binary code as digital signals in data packets with address headers, which need to be switched, combined, amplified, or delayed to get to their designated address. The students must manage their power budget, correctly target each message address, and avoid collisions of data packets to send their messages uncorrupted and error-free.We tested an early version of the simulator with five Year 9 and 10 classes. The students provided many constructive comments and their feedback was used to improve the graphical interface of the simulator. We subsequently tested the simulator with 80 Year 9 students in short workshops.Overall we had a very positive response -it was more fun than a normal class, and interactivity helped students retain information. Students enjoy the visual aspects-they see how messages are delivered, and learn the function of each network component by experiment.

show abstract

What do students really learn from interactive multimedia? A physics case study

Cited by 28 publications

References 20 publications

¿Cómo deja de fluir un chorro de agua de un recipiente en caída libre?

¿Cómo deja de fluir un chorro de agua de un recipiente en caída libre?

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

Web-based photonics simulator for secondary school students

Contact Info

Product

Resources

About