Speaker
Description
Previous investigations have emphasized that there are many difficulties not only in the teaching of acceleration [1, 2] and energy [3-5], but also in the students learning thereof. As in many other instances, the perceptions regarding these concepts again illustrates that what an expert considers as straightforward mathematical concepts can become rather complex phenomena once it needs conceptual understanding within physical environments [5]. This frequently leads to misunderstanding regarding these concepts amongst learners at various levels. Previous studies suggest that computer simulations can improve the understanding of physics concepts [6]. Therefore, the present study investigates the use of computer simulations on the understanding as well as learning of acceleration and energy concepts under first year science and engineering students. The students already completed the theoretical work on acceleration, potential and kinetic energy, the work-energy theorem and the effect of friction on the energy of the system. A short online BlackBoard based pre-test, an online computer based Simulation and a BlackBoard based post-test were administered to evaluate the impact of the simulation experiment on the understanding of the students. The Blackboard based pre-test and post-test consisted of basic multiple choice and short questions related to acceleration, various forms of energy, energy conversion and the impact of friction on a system. The simulation experiment was based on an existing PhET Interactive Simulation [7] that offered the opportunity to engage with a simulated controlled reality, as well as investigate concepts related to acceleration and energy. The experimental procedure and answer sheet was hosted on Leybold Didactic’s Leydocs platform. A practical report based on the results of the simulation as well as graphs plotted using the data from the simulation were uploaded by the students at the end of the simulation. Detailed analyses of the student answers and the statistics for the various groups will be addressed. Results show that both science and engineering students gained a greater understanding of the concepts after completion of the computer simulation and accompanied report in an era of the fourth Industrial Revolution (4IR).
References
[1] Liu G. and Fang N., International Journal of Engineering Education Vol. 32, No. 1(A), pp. 19–29, 2016.
[2] Taşar, M.F. What part of the concept of acceleration is difficult to understand: the mathematics, the physics, or both? ZDM Mathematics Education 42, 469–482, 2010.
[3] A. Saglam-Arslan, M. A. Kurnaz. EEST Part B Social and Educational Studies 3. 109-118, 2011.
[4] Sefton I. Understanding Energy, Proceedings of 11th Biennial Science Teachers' Workshop, The
University of Sydney, 2004.
[5] Kruger C. Some primary teachers’ ideas about energy, Physics Educ. 25 :86-91, 1990
[6] Cândida Sarabandoa, José P. Cravinob, Armando A. Soares, Procedia Technology 13. 112-121, 2014.
[7] University of Colorado. Energy Skate Park - Conservation of Energy | Kinetic Energy | Potential Energy - PhET Interactive Simulations. 2022. [Available via https://phet.colorado.edu/en/simulations/energy-skate-park]
Level for award;(Hons, MSc, PhD, N/A)?
N/A
| Apply to be considered for a student ; award (Yes / No)? | No |
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