The purpose of this study was to document the specific errors that introductory physics students make in each phase of the solution of Force and Motion problems. A mixed methods design was used to identify those errors, and it was determined that the errors which students made the most frequently were the omission of mgcosθ , mgsinθ, and the lack of a clearly defined coordinate system as part of the free-body diagram. Additionally, there was a negative statistically significant relationship between the quality of the free-body diagram and the quality of equations that were produced to describe the object’s motion. The results indicate that students do not have a full understanding of the role of a free-body diagram or its relationship to the system of equations that are generated as a result of the application of Newton’s Second Law to the free-body diagram

No description available.

In an introductory physics course, problem solving skills are not traditionally taught. The instructor explains the physical theory and works example problems. Many students, however, are not able to develop the ability to solve problems implicitly. The program of Explicitly Structured Physics Instruction (ESPI) was developed to teach problem solving skills explicitly. It is designed to help students organize their work, increase their accuracy, eliminate initial panic or lack of direction in approaching a problem, increase confidence in problem solving, promote understanding instead of rote memory, and improve the students' ability to communicate with the instructor and other students. It provides not only an explicit strategy for problem solving, but also a structure for examining formulas called the formula fact sheet, and an opportunity for practice and feedback in a problem solving session which involves the use of out loud thinking. The program of ESPI was developed over five academic quarters of testing. A statistical analysis was performed on the data obtained, but the qualitative data obtained from student interviews and questionnaires, as well as the instructor reaction to the program, provided the main source of input in the development of the program and the measurement of its success. Reaction to the program in its final revised form was very positive. Over 90% said that they would use the strategy even if it were not required, and that the formula fact sheet had been very helpful. Over 75% said that the problem solving session was very helpful. Final grades of those who used the strategy were significantly higher than those who did not. Retention of students in the course was raised from 70% to 86%. The study indicates that a well integrated program built around the use of a problem solving strategy can help students focus on understanding physics and the problem sovling process. / Ph. D.

Li She Chai. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 60-64.

by Chung Chuen Ming. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 86-94). / ACKNOWLEDGMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES V --- p.ii / LIST OF FIGURES --- p.ix / Chapter 1 --- INTRODUCTION / Chapter 1.1 --- Statement of the problem --- p.1 / Chapter 1.2 --- Significance of the study --- p.5 / Chapter 2 --- REVIEW OF LITERATURE / Chapter 2.1 --- Literature related to students' misconceptions --- p.6 / Chapter 2.2 --- Literature related to problem solving --- p.9 / Chapter 2.3 --- Literature related to differences between experts and novices --- p.12 / Chapter 2.4 --- Literature related to teaching problem solving --- p.17 / Chapter 2.5 --- Literature related to qualitative reasoning --- p.23 / Chapter 2.6 --- Literature related to protocol analysis in problem solving --- p.25 / Chapter 3 --- METHODOLOGY / Chapter 3.1 --- Theoretical framework --- p.27 / Chapter 3.2 --- Definitions --- p.38 / Chapter 3.3 --- Hypotheses --- p.40 / Chapter 3.4 --- Design --- p.41 / Chapter 3.5 --- Subjects --- p.41 / Chapter 3.6 --- Instructional materials --- p.43 / Chapter 3.7 --- Instruments --- p.47 / Chapter 3.8 --- Procedure --- p.47 / Chapter 3.9 --- Data analysis --- p.48 / Chapter 4 --- RESULTS AND DISCUSSION / Chapter 4.1 --- Reliability of instruments --- p.50 / Chapter 4.2 --- Effects of qualitative instruction --- p.51 / Chapter 4.3 --- Analysis of problem solving protocols --- p.65 / Chapter 5 --- "SUMMARY, CONCLUSIONS AND RECOMMENDATIONS" / Chapter 5.1 --- Summary of findings --- p.76 / Chapter 5.2 --- Conclusions --- p.79 / Chapter 5.3 --- Limitations of the study --- p.82 / Chapter 5.4 --- Recommendations --- p.83 / BIBLIOGRAPHY --- p.86 / APPENDICES / Chapter Appendix A : --- Selected comments on students' performance in H. K. Certificate Examination Physics I --- p.95 / Chapter Appendix B : --- Statistics of problems and examples in selected textbooks --- p.96 / Chapter Appendix C : --- Instructional materials and steps of remedial lessons1-6 --- p.97 / Chapter Appendix D : --- Problem solving achievement test --- p.200 / Chapter Appendix E : --- Marking scheme of problem solving achievement test --- p.203 / Chapter Appendix F : --- Practice and test items in computer tool and answers --- p.205 / Chapter Appendix G : --- Problem solving protocols --- p.213

Chu Wing Shan Vikki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 132-133). / Text in English; abstracts in English and Chinese. / Chu Wing Shan Vikki. / Abstract --- p.i / Abstract (Chinese version) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of figures --- p.vi / List of tables --- p.vii / Chapter 1. --- Introduction --- p.1 / Chapter 2. --- The method of evaluation --- p.14 / Chapter 2.1 --- Context-based Teaching materials --- p.14 / Chapter 2.2 --- Details of the evaluation --- p.21 / Chapter 2.3 --- Lesson plans of the sessions taught by the author --- p.32 / Chapter 3. --- Results of the tryouts I --- p.32 / Chapter 3.1 --- Students' opinions --- p.33 / Chapter 3.1.1 --- Data analysis --- p.33 / Chapter 3.1.2 --- Free comments --- p.40 / Chapter 3.2 --- Teachers' opinions --- p.48 / Chapter 3.3 --- Conclusion --- p.59 / Chapter 4. --- Results of the tryouts II --- p.61 / Chapter 4.1 --- Students' opinions --- p.62 / Chapter 4.1.1 --- Data analysis --- p.62 / Chapter 4.1.2 --- Free comments --- p.70 / Chapter 4.2 --- Comparison of response for students involved in both try-outs --- p.77 / Chapter 4.3 --- Teachers' opinions --- p.84 / Chapter 4.4 --- Conclusion --- p.91 / Chapter 5. --- Preparation of teaching materials --- p.93 / Chapter 5.1 --- Procedure of preparing teaching materials --- p.93 / Chapter 5.1.1 --- Example of lesson plan of teaching momentum --- p.97 / Chapter 5.2 --- Discussion --- p.104 / Chapter 6. --- Discussion and Conclusion --- p.106 / Appendix A Teaching materials (CD ROM) --- p.112 / Appendix B Questionnaire (Chinese version) --- p.113 / Appendix C Teaching notes on the topic of optics --- p.120 / Bibliography --- p.134

Many scientific domains deal with abstract and multidimensional phenomena, and students often struggle to comprehend theoretical and complex abstractions and apply scientific concepts to real life contexts (Anderson & Barnett, 2013). One of these scientific domains that impose theoretical and complex abstractions is physics. The way that physics has traditionally been taught in school is through learning mathematical formulas and equations (Price, 2008). Many researchers proposed several ways to teach physics effectively. There are several virtual reality applications and computer games that were designed and utilized in the area of science education. In the case of physics education, many studies yielded positive results when using computer games to teach abstract concepts to students (Maxmen, 2010; Price, 2008; Squire et al., 2004). Furthermore, both physical and virtual manipulative tools were shown to be effective and essential in physics learning. This study examined the effects of manipulation of virtual objects in a game-like environment when supplemented with a descriptive or a narrative lesson in the context of physics concepts related to force, distance, and conservation of energy. In particular, the study examined learners’ performance on a test of physics knowledge related to the study when encountered with two factors that influence learning: lesson type and type of manipulation. The study drew on the research done on using virtual manipulatives in education and theoretical support from constructivist theories of learning implying that learners form their own knowledge through meaningful interactions with the world, and that prior knowledge greatly influences the construction of new knowledge in individual learners (Barbour et al., 2009; Bruner, 1966). From the study’s results, it seems that providing a textual pre-lesson is important for low-prior knowledge learners when it comes to learning physics concepts. Moreover, having engaged in a manipulation task also contributed to participants’ learning gain (in both low-prior knowledge and high-prior knowledge groups) as measured by the post-assessments used in this study. Moreover, the results from this study help inform educational game designers who incorporate manipulatives about the role of providing pre-lessons that tie to concepts targeted by the manipulation activity, and how different kinds of manipulation in a game-like environment affect learning outcomes. The findings suggest that the role of these two factors combined requires further research.

Chung Ka Man = 情境教學法在香港中學物理的教學與學習 / 鍾嘉敏. / Thesis submitted in: July 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 124-125). / Text in English; abstracts in English and Chinese. / Chung Ka Man = Qing jing jiao xue fa zai Xianggang zhong xue wu li de jiao xue yu xue xi / Zhong Jiamin. / Abstract --- p.i / Abstract (Chinese version) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of figures --- p.vi / List of tables --- p.vii / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purpose of the study --- p.2 / Chapter 1.3 --- Significance of the study --- p.3 / Chapter 2. --- Review of Related Literature --- p.7 / Chapter 2.1 --- Emergence of Contextual Teaching and Learning Approach --- p.7 / Chapter 2.2 --- Characteristics of Contextual Approach --- p.9 / Chapter 2.3 --- Pros and cons of contextual teaching approach --- p.10 / Chapter 2.4 --- Comparison between traditional and contextual teaching --- p.12 / Chapter 2.4.1 --- Contents --- p.12 / Chapter 2.4.2 --- Assessment --- p.13 / Chapter 2.5 --- Physics Curriculum in Foreign Countries --- p.15 / Chapter 2.5.1 --- Physics curriculum in The Netherlands --- p.15 / Chapter 2.5.2 --- Physics curriculum in United Kingdom --- p.16 / Chapter 2.5.3 --- Physics curriculum in other Asian countries --- p.18 / Chapter 3. --- The S4-5 Physics Curriculum in Hong Kong --- p.20 / Chapter 3.1 --- Background on the development of the physics syllabus --- p.20 / Chapter 3.2 --- Reasons for revising the current physics curriculum --- p.21 / Chapter 3.3 --- Development of the revised curriculum --- p.27 / Chapter 3.4 --- Reasons for encouraging the use of contextual learning and teaching approach --- p.28 / Chapter 3.5 --- An interview with an experienced curriculum developer --- p.29 / Chapter 3.6 --- Discussion on the use of contextual teaching approach in Hong Kong Physics Curriculum --- p.35 / Chapter 4. --- Collection of Resources --- p.37 / Chapter 4.1 --- Aims of developing the resource collection --- p.37 / Chapter 4.2 --- Sorting of information --- p.39 / Collection of Resource: Contextual learning and teaching of high-school physics --- p.44 / Chapter 5. --- Example of Teaching Materials --- p.81 / Activity 1. Thermometers and their calibration --- p.84 / Activity 2. French Fries --- p.92 / Activity 3. Mixing hot water with cold water --- p.95 / Activity 4 How does a vacuum flask work? --- p.101 / Activity 5 Change of State --- p.106 / Activity 6 Mixing drink with ice - getting at a target temperature --- p.108 / Activity 7 Cooling by evaporation --- p.112 / Chapter 6. --- Discussion and Conclusion --- p.114 / Appendix A Questionnaire on the Evaluation of the S4-5 Physics --- p.118 / SyllabusBibliography --- p.124

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education