Learning Kinematics With a V-Scope: A Case Study

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Trumper, R. (1997). Learning Kinematics With a V-Scope: A Case Study. Journal of Computers in Mathematics and Science Teaching, 16(1), 91-110. Charlottesville, VA: AACE.
Retrieved from http://www.editlib.org/p/20954.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 16, Issue 1, 1997
Association for the Advancement of Computing in Education (AACE)  Charlottesville, VA

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Author

Ricardo Trumper, University of Haifa, Israel

Abstract

The goal of this case study was to check the effect of V-Scope activities in the performance of 11th-grade students in analyzing kinematics graphs. The V-Scope kinematics laboratory consisted of five double lessons that challenged students to construct different kinds of graphs using their own movements as well as the motion of a dynamics cart. The students participating in this case study were all drawn from two parallel classes of 11th graders learning physics in the same regional school. The experimental and control samples were randomly chosen. The difference between them was only the treatment given to the experimental sample through the V-Scope activities of the V-Scope kinematics laboratory. All students were requested to answer to identical pre- and posttests at the beginning and end of the teaching. In all the groups there is a significant improvement between the pre- and posttests in students' ability to use and interpret graphs in general; but when we compare the students' performances on the posttest alone, we find a statistically significant difference only between those who worked in the VScope kinematics laboratory and those who did not. The results of this study indicate that the V-Scope kinematics laboratory activities are pedagogically promising for the learning of kinematics concepts and graphing skills.

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• Students

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