learning material for promoting newton’s laws of motion

Learning material for promoting Newton’s laws of motion conceptual development: What and How?Institute for Innovative Learning, Mahidol University, Thailand

Apinya DHATSUWAN

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Laws of Motion

Explain Real Life Physical Phenomena MISCONCEPTION

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The sled is started from rest and pushed to the right until it reached a constant velocity, where the motion of a sled on a horizontal frictionless surface was considered.(Macabebe, Culaba & Maquiling, 2010)

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Situation

1st law Every object continues in a state of rest or of uniform speed in a straight line unless acted on by a nonzero net force.

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CONSTANT FORCE

Question: Which force would keep the sled moving at constant velocity?Answer: No applied force

Misconception Students merge the situation with there life experience.http://t1.gstatic.com/images?q=tbn:ANd9GcQfanL_Yk2C6A81JBGwoLLDRflx9T4WYpprM.png

2nd law The acceleration of an object is directly proportional to the net force acting on the object, is in the direction of the net force, and is inversely proportional to the mass of object.

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Increasing force to the left

Question: Which force would keep the sled moving toward the left and speeding up at a steady rate?

Answer: Constant force to the left

Misconception Students were confused about the given a situation where the object speed is change.http://t1.gstatic.com/images?q=tbn:ANd9GcQfanL_Yk2C6A81JBGwoLLDRflx9T4WYpprM.png

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Assuming that the truck is heavier than the car and that they are moving at the same speed during the collision.(Macabebe, Culaba & Maquiling, 2010)

Situation

3rd law To every action there is always an opposed equal reaction.

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Question: What is the magnitude of the force exerted by the car and the truck on each other?

Answer: Truck and car exert the same amount of force

Truck exerts a greater amount of

force

Misconception Students are confused with the relationship between force and momentum.http://t1.gstatic.com/images?q=tbn:ANd9GcQfanL_Yk2C6A81JBGwoLLDRflx9T4WYpprM.png

Cause of Misconception

Lacking of relation between scientific knowledge with real life phenomena and experiences(Saglam-Arslan & Devecioglu, 2010)

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Limited of material, resource and equipment covered in the course (Macabebe, et al., 2010)

Research Question

What is the learning situation of physics education in the topic Newton’s laws of motion in Thai primary school students?

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Thai primary schoolNewton’s laws of motion: Force and Motion Grade 1, 3, 5 Semester 2 after midterm test

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ParticipantsGrade 4 public school Students Teachers

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Data CollectionAudience Analysis Questionnaires

The questionnaire will be conduct in 2 versions for the difference participants- students and teachersQuestionnaire items according to the teaching and learning to the concept of laws of motion will be separated into 4 particulars1) General Information of Audiences2) Accessibility of Educational Technology3) Present Situation of Science Class4) Audiences’ Requirement for the Topic of Force and Motion

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Background of Audience

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48 grade four students 33 boys 15 girls

Age Range: 9-12

Science

Computer

Math

Thai

English

Art

Histroy

P.E.

Favorite Subject

Science20%

Computer11%

Math12%

Thai14%

English10%

Art4%

Histroy6%

P.E.24%

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4 Teachers 1 male 3 females

Role 2 Class teachers 8, 11 years experience Computer teacher 2 years experience Science teacher 3 years experience

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Educational Technology Provided at School Computer Laboratory (2 Laboratory) Sufficiency of Computer (40 Desktop Computers/Lab.) Operating System: Windows XP Internet Connection (10 Mbps) Available Time: Computer Class, Lunch Break, After School

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Educational Facilities in Science Class Additional Book Educational DVD TV with DVD player Computer with Internet Connection

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Educational Facilities in Teacher Room Computer Internet Connection Use Computer for Teaching Plan

50 % of teacher (Class Teacher, Computer Teacher)

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Desk-top47%Laptop

31%

Tablet22%

Computer Available at Home19


Available; 66.67%

non-Available;

33.33%

Don't know81%

Windows 20006%

Windows XP3%

Windows 79%



Available; 66.67%

non-Available;

33.33%

Available; 66.67%

non-Available;

33.33% Internet Connec-

tion; 53.12%

No Connec-tion; 46.88%



1 Hour47%

2 Hours29%

3 Hours9%

4 Hours6%

5 Hours6%

15 Hours3%

Computer Usage Per Day22


Series1

15.62%15.62%9.37% 6.25%

18.75%

100%

28.12%

HomeworkReportLesson RevisionChatSocial MediaPlaying GameEntertainment

Purpose of Computer Used23


Present Situation of Science Class Lecture Field Trip Expert/Guess Speaker Educational Video Model Computer Game Experiment Report Class Presentation Role Play

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Series1

20.83%

47.91%

20.83%

6.25%

Feeling toward Present Science Class

Really LikeLikeNeutralDislike

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Students’ problem from teachers’ view … Reading ability Different learning abilityTeaching problem … Difficult to find information Low internet speed Lack of instructional media Lack of skill

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Apply Computer Game as a Tutorial Tool Student: 70.83 % Teacher: 100 % Notice about Computer Tutorial Game 6.25 % Student 75 % TeacherExperience Computer Tutorial Game 6.25 % Student 0 % Teacher

Audiences’ Requirement for the Topic of Force and Motion

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WHAT

Games mentioned by students ...

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Cooking Game Dressing Game Gardening Game Construction Game

Mario

Pet-raising Game Dots Game

Racing Game Shooting Game Audition The Sims Seal

BoomzGTA Angry Bird Special Force Point Blank

RPG

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The games were divided into eight criteria (Lee, 2007)

Simulation Game Board Game Community Game

Action Game Shooting Game Sports GameAdventure Game

22.91 % 37.50 % 6.25 %

10.41 % 6.25 % 39.58 % 25.00 %

43.75 %RPG

Frequency of game genre preferred by students

What kind of game do student interested …

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Question ??Customize

Character

Pet

HOW

Mission

Characteristic RPG Game

A RPG is a game in which the participants assume the roles of fictional characters and collaboratively create or follow scenarios. Participants determine the actions of their characters based on their characterization, and the actions succeed or fail according to a formal system of rules and guidelines. Prat, Aulinas, Turon, Comas, & Poch, M. M. (2009)

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Characteristic of Role Playing Game

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Conclusion

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RPG

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Conclusion

RPG

It might be possible to use RPG tutorial as an Alternative Material to promote primary students’ conceptual

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BenefitThe survey was done in order to responds to the requirement of audience

Propose recommendation for Learning material Primary student Develop game-based learning material

ReferencesAnderson, J., & Barnett, M. (2011). Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles. [Article]. Journal of Science Education and Technology, 20(4), 347-362. doi:

10.1007/s10956-010-9257-0Atasoy, Ş., & Akdenız, A. R. (2007). Developing and Applying a Test Related to Appearing Misconceptions about Newtonian Laws of Motion. [Article]. Journal of Turkish Science Education (TUSED), 4(1), 45-50. Bakker, J., Wiering, M., Kunst, H., & Beklemishev, L. (2004). Online Adaptive Learning in a Role Playing Game. [Doctoral Thesis Cognitive Artificial Intelligence]. Bieliková, M., Divéky, M., Jurnečka, P., Kajan, R., & Omelina, L. u. (2008). Automatic generation of adaptive, educational and multimedia computer games. Signal, Image & Video Processing, 2(4), 371. Carr, D., & Bossomaier, T. (2011). Relativity in a rock field: A study of physics learning with a computer game. [Article]. Australasian Journal of Educational Technology, 27(6), 1042-1067. Carron, T., & Marty, J.-C. (2009). User Modelling in Learning Games. [Article]. Proceedings of the European Conference on Games Based Learning, 86-94. Getachew, T. (2009). Can computer simulations substitute real laboratory apparatus? [Journal article]. Latin-American Journal of Physics Education(3), 506. Hughes, J. (1988). Therapy is fantasy: role-playing, healing, and the construction of symbolic order. [ Australian National University honors paper in medical anthropology on the use of RPG in the self-treatment of clinical

depression]. 23. Law, E. L. C., & Kickmeier-Rust, M. D. (2008). 80Days: Immersive digital educational games with adaptive storytelling First International Workshop on Story-Telling and Educational Games (STEG'08) B2 - First International

Workshop on Story-Telling and Educational Games (STEG'08). Maastricht, The Netherlands.Macabebe, E. Q. B., Culaba, I. B., & Maquiling, J. T. (2010). Pre-conceptions of Newton’s Laws of Motion of Students in Introductory Physics. [Article]. AIP Conference Proceedings, 1263(1), 106-109. doi: 10.1063/1.3479843Maciuszek, D., & Martens, A. (2011). Computer Role-Playing Games as an Educational Game Genre: Activities and Reflection. [Tale]. Proceedings of the European Conference on Games Based Learning, 368-377. Obaidat, I., & Malkawi, E. (2009). The Grasp of Physics Concepts of Motion: Identifying Particular Patterns in Students' Thinking. [Article]. International Journal for the Scholarship of Teaching & Learning, 3(1), 1-16. Saglam-Arslan, A., & Devecioglu, Y. (2010). Student teachers' levels of understanding and model of understanding about Newton's laws of motion. [Article]. Asia-Pacific Forum on Science Learning & Teaching, 11(1), 1-20. Squire, K., Barnett, M., Grant, J. M., & Higginbotham, T. (2004). Electromagnetism supercharged! Learning physics with digital simulation games Embracing diversity in the learning sciences: Proceedings of the Sixth

International Conference of the learning sciences (ICLS'04 B2 - Embracing diversity in the learning sciences: Proceedings of the Sixth International Conference of the learning sciences (ICLS'04 (pp. 513-520). Mahwah, NJ: Lawrence Erlbaum.

Wernhuar, T., & Weichian, T. (2010). The Design and Analysis of Learning Effects for a Game-based Learning System. [Article]. World Academy of Science, Engineering & Technology, 61, 336-345. White, B. Y. (1984). Designing Computer Games to Help Physics Students Understand Newton's Laws of Motion. [Article]. Cognition & Instruction, 1(1), 69. Zacharia, Z. (2007). Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23(2), 120-132. doi:

10.1111/j.1365-2729.2006.00215.x

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Thank youFor Comments and Questions

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