The study reported in this dissertation compares the learning effectiveness of two experimental methods that can be used in the teaching of kinematics to Grade 11 learners in Physical Science. The first method is the conventional ticker-timer experiment, while the second utilises high-technology microcomputer-based equipment. The purpose is to make recommendations for improved teaching of basic kinematics concepts and graphs, which learners have difficulties with (Halloun & Hestenes, 1985; McDermott et al., 1987). A group of 48 Grade 11 learners from Thuto-Boswa Secondary School, Ventersdorp, were used in the empirical research. They were divided into two groups of comparable abilities. Group A used the conventional apparatus and group B the microcomputerbased apparatus. The results of the pre- and post-tests were analysed statistically to compare the learning effectiveness of the two methods in terms of the outcomes reached, the gains obtained as well as d-values. Three months after the experiments were conducted the learners were tested again to determine the long-term effect of the methods. Both groups obtained a gain of approximately 0,2 in the pre- versus post-test analysis. The literature (e.g. Thornton, 1998) reveals larger gains with microcomputer-based experiments. Three possible reasons that could contribute to this discrepancy were investigated, namely the learners' acquaintance with the microcomputer, the educator's experience with the apparatus as well as the learners' cultural background and language. All three these factors were found to have a detrimental effect on the learning effectiveness, especially with the microcomputer-based method. Recommendations are made in connection with the teaching of basic kinematics concepts and graphs to Grade 11 learners in South African secondary schools. In addition, it is emphasised that educators should be adequately computer literate before expensive high-technology equipment is purchased for classroom use. It is also pointed out that the implementation of the computer as teaching aid can be a first step to improve computer literacy of disadvantaged learners in our schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

The study reported in this dissertation compares the learning effectiveness of two experimental methods that can be used in the teaching of kinematics to Grade 11 learners in Physical Science. The first method is the conventional ticker-timer experiment, while the second utilises high-technology microcomputer-based equipment. The purpose is to make recommendations for improved teaching of basic kinematics concepts and graphs, which learners have difficulties with (Halloun & Hestenes, 1985; McDermott et al., 1987). A group of 48 Grade 11 learners from Thuto-Boswa Secondary School, Ventersdorp, were used in the empirical research. They were divided into two groups of comparable abilities. Group A used the conventional apparatus and group B the microcomputerbased apparatus. The results of the pre- and post-tests were analysed statistically to compare the learning effectiveness of the two methods in terms of the outcomes reached, the gains obtained as well as d-values. Three months after the experiments were conducted the learners were tested again to determine the long-term effect of the methods. Both groups obtained a gain of approximately 0,2 in the pre- versus post-test analysis. The literature (e.g. Thornton, 1998) reveals larger gains with microcomputer-based experiments. Three possible reasons that could contribute to this discrepancy were investigated, namely the learners' acquaintance with the microcomputer, the educator's experience with the apparatus as well as the learners' cultural background and language. All three these factors were found to have a detrimental effect on the learning effectiveness, especially with the microcomputer-based method. Recommendations are made in connection with the teaching of basic kinematics concepts and graphs to Grade 11 learners in South African secondary schools. In addition, it is emphasised that educators should be adequately computer literate before expensive high-technology equipment is purchased for classroom use. It is also pointed out that the implementation of the computer as teaching aid can be a first step to improve computer literacy of disadvantaged learners in our schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

Nesse trabalho foi produzido um minicurso de Cinemática com ênfase em interpretação de gráficos. Foram elaboradas seis Videoaulas que abrangeram conceitos básicos da Cinemática tais como referencial, posição, deslocamento, velocidade e aceleração. Utilizou-se testes iniciais e finais de interpretação de gráficos da cinemática para verificar se houve ganho de aprendizagem por parte dos alunos após cursarem o minicurso. A aplicação desse material ocorreu em um site particular, mas pode ser adaptado a outros ambientes de ensino como o Moodle, por exemplo. Nessa aplicação, no site do minicurso de Cinemática, houve um questionário inicial no qual traçou-se um perfil dos participantes, um teste inicial sobre interpretação de gráficos, as seis Videoaulas, um teste final sobre interpretação de gráficos e um questionário final. As Videoaulas foram elaboradas à luz da teoria da aprendizagem significativa de David Ausubel e dos pressupostos pedagógicos e técnicos de Jack Koumi para a produção de vídeos didáticos. Ambos referenciais orientaram o processo de construção dos vídeos no que tange aos cuidados pedagógicos e técnicos de uma produção audiovisual voltada para o ensino. O resultado da aplicação mostrou-se favorável ao uso do minicurso de Cinemática, pois houve um ganho de 36% entre os testes inicial e final com o uso das Videoaulas. Entretanto, apenas uma parcela menor do total de inscritos no minicurso concluiu todas as atividades propostas. Os comentários finais do feedback mostraram que a maioria aprovou o minicurso e recomendaria aos seus colegas, mas ainda preferem aulas presenciais, pois podem sanar suas dúvidas diretamente com o professor. / In this work was produced a kinematics mini course focused on graphics interpretation. It was created six video lessons covering basics such as framework, position, velocity and acceleration. A private website was used as an application platform for the mini course. Initial and Final tests of understanding graphs in kinematics were applied to assess the learning gain achieved by the students after the teaching activities. A questionnaire, to establish the profile of the students, and a feedback questionnaire at the end of the mini course, to gather the students impressions about the video lessons, were also applied. The video lessons were construct based on the principles of the Ausubel’s meaningful learning theory and the recommendations of Koumi about technicalities of filming instructional videos. The group composed of the students that watched all the videos, and answered the initial and final tests (29 of 212 enrolled), obtained an average normalized gain of 0.36. The results of the feedback questionnaire point out for a high appreciation of the mini course by the students, however, they still prefer to meet the teacher in class for the lessons.

Nesse trabalho foi produzido um minicurso de Cinemática com ênfase em interpretação de gráficos. Foram elaboradas seis Videoaulas que abrangeram conceitos básicos da Cinemática tais como referencial, posição, deslocamento, velocidade e aceleração. Utilizou-se testes iniciais e finais de interpretação de gráficos da cinemática para verificar se houve ganho de aprendizagem por parte dos alunos após cursarem o minicurso. A aplicação desse material ocorreu em um site particular, mas pode ser adaptado a outros ambientes de ensino como o Moodle, por exemplo. Nessa aplicação, no site do minicurso de Cinemática, houve um questionário inicial no qual traçou-se um perfil dos participantes, um teste inicial sobre interpretação de gráficos, as seis Videoaulas, um teste final sobre interpretação de gráficos e um questionário final. As Videoaulas foram elaboradas à luz da teoria da aprendizagem significativa de David Ausubel e dos pressupostos pedagógicos e técnicos de Jack Koumi para a produção de vídeos didáticos. Ambos referenciais orientaram o processo de construção dos vídeos no que tange aos cuidados pedagógicos e técnicos de uma produção audiovisual voltada para o ensino. O resultado da aplicação mostrou-se favorável ao uso do minicurso de Cinemática, pois houve um ganho de 36% entre os testes inicial e final com o uso das Videoaulas. Entretanto, apenas uma parcela menor do total de inscritos no minicurso concluiu todas as atividades propostas. Os comentários finais do feedback mostraram que a maioria aprovou o minicurso e recomendaria aos seus colegas, mas ainda preferem aulas presenciais, pois podem sanar suas dúvidas diretamente com o professor. / In this work was produced a kinematics mini course focused on graphics interpretation. It was created six video lessons covering basics such as framework, position, velocity and acceleration. A private website was used as an application platform for the mini course. Initial and Final tests of understanding graphs in kinematics were applied to assess the learning gain achieved by the students after the teaching activities. A questionnaire, to establish the profile of the students, and a feedback questionnaire at the end of the mini course, to gather the students impressions about the video lessons, were also applied. The video lessons were construct based on the principles of the Ausubel’s meaningful learning theory and the recommendations of Koumi about technicalities of filming instructional videos. The group composed of the students that watched all the videos, and answered the initial and final tests (29 of 212 enrolled), obtained an average normalized gain of 0.36. The results of the feedback questionnaire point out for a high appreciation of the mini course by the students, however, they still prefer to meet the teacher in class for the lessons.

Nesse trabalho foi produzido um minicurso de Cinemática com ênfase em interpretação de gráficos. Foram elaboradas seis Videoaulas que abrangeram conceitos básicos da Cinemática tais como referencial, posição, deslocamento, velocidade e aceleração. Utilizou-se testes iniciais e finais de interpretação de gráficos da cinemática para verificar se houve ganho de aprendizagem por parte dos alunos após cursarem o minicurso. A aplicação desse material ocorreu em um site particular, mas pode ser adaptado a outros ambientes de ensino como o Moodle, por exemplo. Nessa aplicação, no site do minicurso de Cinemática, houve um questionário inicial no qual traçou-se um perfil dos participantes, um teste inicial sobre interpretação de gráficos, as seis Videoaulas, um teste final sobre interpretação de gráficos e um questionário final. As Videoaulas foram elaboradas à luz da teoria da aprendizagem significativa de David Ausubel e dos pressupostos pedagógicos e técnicos de Jack Koumi para a produção de vídeos didáticos. Ambos referenciais orientaram o processo de construção dos vídeos no que tange aos cuidados pedagógicos e técnicos de uma produção audiovisual voltada para o ensino. O resultado da aplicação mostrou-se favorável ao uso do minicurso de Cinemática, pois houve um ganho de 36% entre os testes inicial e final com o uso das Videoaulas. Entretanto, apenas uma parcela menor do total de inscritos no minicurso concluiu todas as atividades propostas. Os comentários finais do feedback mostraram que a maioria aprovou o minicurso e recomendaria aos seus colegas, mas ainda preferem aulas presenciais, pois podem sanar suas dúvidas diretamente com o professor. / In this work was produced a kinematics mini course focused on graphics interpretation. It was created six video lessons covering basics such as framework, position, velocity and acceleration. A private website was used as an application platform for the mini course. Initial and Final tests of understanding graphs in kinematics were applied to assess the learning gain achieved by the students after the teaching activities. A questionnaire, to establish the profile of the students, and a feedback questionnaire at the end of the mini course, to gather the students impressions about the video lessons, were also applied. The video lessons were construct based on the principles of the Ausubel’s meaningful learning theory and the recommendations of Koumi about technicalities of filming instructional videos. The group composed of the students that watched all the videos, and answered the initial and final tests (29 of 212 enrolled), obtained an average normalized gain of 0.36. The results of the feedback questionnaire point out for a high appreciation of the mini course by the students, however, they still prefer to meet the teacher in class for the lessons.

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Submitted by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2017-03-13T18:05:13Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Luiz.Dworakowski.pdf: 3947753 bytes, checksum: ef26a020040d30a70fe5410eb6f0e9e2 (MD5) / Approved for entry into archive by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2017-03-13T18:05:33Z (GMT) No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Luiz.Dworakowski.pdf: 3947753 bytes, checksum: ef26a020040d30a70fe5410eb6f0e9e2 (MD5) / Made available in DSpace on 2017-03-13T18:05:33Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Luiz.Dworakowski.pdf: 3947753 bytes, checksum: ef26a020040d30a70fe5410eb6f0e9e2 (MD5) Previous issue date: 2015-01-12 / A ideia do presente trabalho ocorreu a partir de estudos da literatura da área de Educação em Ciências sobre as dificuldades enfrentadas pelos estudantes da Educação Básica na construção e interpretação de gráficos e da experiência profissional do autor, professor de Física da Educação Básica. O projeto foi desenvolvido na Escola Estadual de Ensino Médio Jerônimo Mércio da Silveira, em Candiota-RS, com o objetivo de superar dificuldades de aprendizagem dos estudantes e promover melhores condições para o uso de gráficos em outras áreas do conhecimento. A proposta foi vinculada às aulas de Seminário Integrado, componente introduzido no currículo a partir da reestruturação do Ensino Médio, pela Secretaria Estadual de Educação do Rio Grande do Sul (SEDUC-RS), na modalidade de Ensino Médio Politécnico em 2011. Nesse sentido, entende-se que o trabalho com gráficos possui grande potencial integrador, pois é comum encontrar diversos tipos de dados e informações do cotidiano representado na forma de gráficos, atinentes a diversas áreas de conhecimento como Economia, Biologia, Sociologia entre outras. Além disso, é conhecida a importância que o domínio de conceitos básicos de Matemática, entre eles a construção e interpretação de gráficos, tem para o bom entendimento dos conteúdos de Física. O trabalho em questão foi desenvolvido à luz das orientações curriculares descritas em documentos oficiais de ensino e alicerçado em teorias contemporâneas sobre aprendizagem e desenvolvimento baseadas no construtivismo e interacionismo. Em especial as que enfatizam as ideias defendidas por David Ausubel e Lev Vigotski. Foram privilegiadas situações de ensino-aprendizagem fundamentadas nos conceitos de diferenciação progressiva e reconciliação integrativa proposta por Ausubel, e de zona de desenvolvimento proximal, por Vigotski. A produção técnica foi elaborada na forma de uma Unidade Didática composta de dois módulos e desenvolvida em duas turmas de 1º ano do Ensino Médio do turno da manhã. O primeiro módulo enfatizou o estudo do plano cartesiano, conhecimento necessário para o entendimento e o estudo de gráficos da Cinemática. No segundo módulo, aborda-se a construção e interpretação de gráficos em Cinemática, com ênfase no uso de tecnologias como recurso didático. Foi realizado também o acompanhamento dos trabalhos dos seminários integrados verificando-se o potencial de emprego de gráficos para expressar dados de diferentes áreas de conhecimento do currículo do Ensino Médio, analisando a articulação interdisciplinar ocorrida através do emprego de gráficos. Os resultados evidenciam que as atividades propostas na Unidade Didática constituem uma possibilidade eficaz para introdução ao estudo de gráficos, principalmente da Cinemática, pois durante sua realização os alunos desenvolveram habilidades para locar pontos no plano cartesiano, fizeram a aplicação do conhecimento abstrato em uma situação concreta (reificação de conceitos), coletaram corretamente dados de tempo e deslocamento, alocando em tabelas e construíram gráficos do movimento a partir dos dados tabelados. Além disso, os alunos demonstraram capacidade para interpretar e analisar dados de tempo, deslocamento e velocidade constantes em gráficos do movimento uniforme e reproduzir esse movimento através de um carrinho automatizado e de um sensor de movimento. No entanto, ao analisar os trabalhos apresentados nos seminários constatou-se que o uso de gráficos foi adotado apenas por um grupo de alunos de um total de dez grupos. Aponta-se como perspectiva futura um novo estudo reaplicando o primeiro módulo e adaptando o segundo módulo em outras áreas da Física e em outros componentes curriculares no contexto das aulas de Seminário Integrado do Ensino Médio Politécnico. / The idea of the current research occurred from studies of Literature in the Science Education field regarding the difficulties faced by Basic Education students in drawing and interpreting graphs and also from the professional experience of the author, a Physics teacher of Basic Education. The project was conducted at Escola Estadual de Ensino Médio Jerônimo Mércio da Silveira, in Candiota-RS. Aiming to overcome students’ learning difficulties and to provide better conditions in the use of graphs in different areas of knowledge, this proposal was connected to Integrated Seminar classes, a component introduced into the curriculum in the Polytechnic High School modality since the reformation of High School by the State Department of Education of Rio Grande do Sul (Secretaria Estadual de Educação do Rio Grande do Sul - SEDUC-RS) in 2011. Therefore, it is understood that there is a great potential of integration when working with graphs as it is common to find various types of data and everyday life information presented in this form, related to many areas of knowledge such as Economics, Biology, Sociology, and others. Furthermore, it is known the importance that the domain of basic mathematics concepts - including the construction and interpretation of graphs– has for a good understanding of Physics contents. The work in question was developed according to curricular orientation described in official education documents and grounded on contemporary learning and development theories based on constructivism and interactionism. In particular the theories which emphasize the ideas defended by David Ausubel and Lev Vigotski. Priority was given to teaching-learning situations based on the concepts of progressive differentiation and integrative reconciliation proposed by Ausubel, and of zone of proximal development, by Vigotski. The technical production was created as a Didactic Unit consisting of two modules and applied in two classes of the first year of High School from the morning shift. The first module emphasized the study of the Cartesian plan, necessary knowledge for understanding and studying graphs. In the second module, it was approached the construction and the interpretation of graphs in Kinematics, emphasizing the use of technologies as didactic resource. The work done in the integrated seminars has also been monitored by verifying the potential in the employment of graphs to express data from different areas of knowledge of the High School curriculum, and analyzing the interdisciplinary articulation occurred through the use of graphs. The results demonstrated that the activities proposed in the Didactic Unit consist in an effective possibility for the introduction to graphs study, of Kinematics mainly, as after its realization the students developed abilities to locate points in the Cartesian Plan, applied the abstract knowledge in a concrete situation (rectification of concepts), collected time and motion data correctly, located them in tables, and constructed graphs of this motion by using the tabulated data. In addition, the students demonstrated capacity to interpret and analyze constant time, motion and velocity data in graphs of the uniform motion and reproduce this motion by using an automated car and a motion sensor. Nevertheless, by analyzing the work presented in the Seminars we concluded that the use of graphs was adopted by only one of the ten groups. We indicate as future perspective a new study, reapplying the first module and adapting the second to different areas in the Physics field and also in different curricular components in the context of Integrated Seminar classes of the Polytechnic High School.

The main purpose of this study was to develop a three-tier test for assessing tenthgrade students&rsquo / difficulties about kinematics graphs. In a three-tier test, first tier is classical multiple-choice question, the second tier is also classical multiple-choice question but presents reasons for answers given to the first tier and the third tier asks existence of confidence about the first two tiers. To develop a three-tier test, Turkish translation of the Test of Understanding Graphs in Kinematics (TUG-K) developed by Beichner (1994) was used. One more essay type question of asking students&rsquo / reasons of their answers and blank alternatives to write any suggestion different from choices were added to the each item of Turkish translation of this test translated by Delialioglu (2003). Finally, Kinematics Graphs Test Requesting Reasoning (KGTRR) was developed and administered to 253 students. To determine the distracters of the second-tiers of the Kinematics Graphs Three-Tier Test (KGTTT), answers on each item in KGTRR were categorized according to similarities in their meanings. Considering the frequency of these categories, the KGTTT was developed and administered to 495 students. Both quantitative and qualitative methods were used to determine the validity of the KGTTT. A positive correlation coefficient was calculated between student scores for the first two tiers and confidence levels for the third tiers. Also, percentages of false positives and false negatives were estimated. Cronbach alpha reliability coefficients of correct answers and difficulties of the students for all three tiers together were calculated as 0.84 and 0.69, respectively.

Various researchers have indicated the importance of graphs in physical sciences and the difficulties that learners may experience with graphs. More specifically, learners’ problems with motion graphs have been reported in literature. Learners’ difficulty in the application of basic concepts in graphs to solve kinematics graphs problems leads to underperformance in physical sciences. Their ability to handle problems in kinematics graphs is enhanced if they have an effective knowledge base or conceptual resources on graphs. In South Africa there seems to be a gap between the GET [General Education and Training] and FET [Further Education and Training] band’s requirements on graphs. A smooth learning progression is needed. For this reason this study selected to investigate the conceptual resources acquired by grade 10 learners from grade 9 that can be used productively for the learning of kinematics graphs in grade 10. The primary aim of the study was to determine and analyse grade 10 learners’ conceptual resources for learning kinematics graphs in physical sciences. The use of a mixed method approach was considered appropriate for this study. The mixed method depended on the quantitative method to produce precise and measurable data, while a qualitative method was to enhance the understanding of the data produced by the quantitative method. Data obtained by quantitative methods was drawn into tables and graphs, and the consistency in responses determined. Patterns and trends in learners’ reasoning were probed with the aid of qualitative method. In the study it was reported that the quantitative data in the form of a questionnaire was completed by 201 learners. Qualitative data was also obtained by interviewing three learners with varying abilities. The results showed that many learners could answer mathematics questions, but struggled with similar questions in kinematics. The results further showed that the learners did not answer the questionnaire consistently, but their responses depended on the context of the questions. In the interviews learners used everyday applications to explain scientific concepts, instead of using scientific principles. Still, some of the everyday applications may be used as resources for teaching the science concepts. From the results it can be deduced that learners’ conceptual resources can influence their understanding of kinematics graphs in physics. These resources are gained from everyday experiences and previous learning in mathematics and the natural sciences. A constraint is that many learners do not efficiently integrate their mathematics and physics knowledge. iv In the study some learners did not transfer their mathematics knowledge to physics, while others could not transfer their physics knowledge to mathematics. From the results recommendations can be made for the teaching of graphs in the GET band for easier progress into the FET band. The strategy to improve understanding of kinematics graphs is to progressively integrate mathematics and physics from grade nine. Line graphs should be treated in more detail in grade 9 to form proper conceptual resources for kinematics graphs in grade ten. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014

Various researchers have indicated the importance of graphs in physical sciences and the difficulties that learners may experience with graphs. More specifically, learners’ problems with motion graphs have been reported in literature. Learners’ difficulty in the application of basic concepts in graphs to solve kinematics graphs problems leads to underperformance in physical sciences. Their ability to handle problems in kinematics graphs is enhanced if they have an effective knowledge base or conceptual resources on graphs. In South Africa there seems to be a gap between the GET [General Education and Training] and FET [Further Education and Training] band’s requirements on graphs. A smooth learning progression is needed. For this reason this study selected to investigate the conceptual resources acquired by grade 10 learners from grade 9 that can be used productively for the learning of kinematics graphs in grade 10. The primary aim of the study was to determine and analyse grade 10 learners’ conceptual resources for learning kinematics graphs in physical sciences. The use of a mixed method approach was considered appropriate for this study. The mixed method depended on the quantitative method to produce precise and measurable data, while a qualitative method was to enhance the understanding of the data produced by the quantitative method. Data obtained by quantitative methods was drawn into tables and graphs, and the consistency in responses determined. Patterns and trends in learners’ reasoning were probed with the aid of qualitative method. In the study it was reported that the quantitative data in the form of a questionnaire was completed by 201 learners. Qualitative data was also obtained by interviewing three learners with varying abilities. The results showed that many learners could answer mathematics questions, but struggled with similar questions in kinematics. The results further showed that the learners did not answer the questionnaire consistently, but their responses depended on the context of the questions. In the interviews learners used everyday applications to explain scientific concepts, instead of using scientific principles. Still, some of the everyday applications may be used as resources for teaching the science concepts. From the results it can be deduced that learners’ conceptual resources can influence their understanding of kinematics graphs in physics. These resources are gained from everyday experiences and previous learning in mathematics and the natural sciences. A constraint is that many learners do not efficiently integrate their mathematics and physics knowledge. iv In the study some learners did not transfer their mathematics knowledge to physics, while others could not transfer their physics knowledge to mathematics. From the results recommendations can be made for the teaching of graphs in the GET band for easier progress into the FET band. The strategy to improve understanding of kinematics graphs is to progressively integrate mathematics and physics from grade nine. Line graphs should be treated in more detail in grade 9 to form proper conceptual resources for kinematics graphs in grade ten. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014