Tutorials + PhET: A Simple and Efficient Active-Learning Approach for the Teaching of Kinematics of Circular Motion in a Technically-Oriented High School

Autor/inn/en	Suárez, Mauricio; Pandiella, Susana; Benegas, Julio
Titel	Tutorials + PhET: A Simple and Efficient Active-Learning Approach for the Teaching of Kinematics of Circular Motion in a Technically-Oriented High School
Quelle	In: Physics Education, 58 (2023) 3, Artikel 035005Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suárez, Mauricio) ORCID (Pandiella, Susana) ORCID (Benegas, Julio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
DOI	10.1088/1361-6552/acb8f8
Schlagwörter	Active Learning; Instructional Effectiveness; Mechanics (Physics); High School Students; Foreign Countries; Grade 11; Science Instruction; Argentina + Suchen Sie Ihr Suchwort? Aktives Lernen; Unterrichtserfolg; Mechanik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Argentinien
Abstract	A quasi-experimental group comparison experiment was conducted to improve the conceptual learning of rotational kinematics by 11th grade students of a technically-oriented high school in Argentina. The experimental instruction complemented the original Tutorials in Introductory Physics activities with the PhET simulation Ladybug Revolution. Conceptual learning was determined with pre and post instruction application of the multiple-choice test Rotational Kinematics Inventory (RKI). This procedure allowed for the determination of a large difference in normalized learning gain between the experimental (g = 0.48) and control (g = 0.17) groups. It is also shown that the final conceptual knowledge of the experimental group is clearly higher than that of the students and teachers samples used in developing the RKI. An analysis of the institutional evaluation showed that this important difference in conceptual learning between the two groups did not affect the problem-solving performance of the experimental group. These results indicate the convenience of affecting part of the problem-solving classroom time in the proposed experimental instruction. A few recommendations to improve the experimental teaching approach are given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01