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ScienceDirect Procedia - Social and Behavioral Sciences 93 (2013) 2010 – 2014

3rd World Conference on Learning, Teaching and Educational Leadership – WCLTA 2012

Supporting Conceptual Development in Newton’s Laws of Motion using an Interactive Computer-Simulated Laboratory Environment Prapaporn Sornkhatha a, Niwat Srisawasdi b * a

b

Chanumanwittayakorn School,683 Moo.5 Chanuman, Amnatcharoen 37210, Thailand Faculty of Education, Khon Kaen University,123 Mitthaphap Highway, Khon Kaen 40002, Thailand

Abstract Currently, educational research provides promising evidence that the use of computer simulations can enhance students’ conceptual understanding in science. Building on this finding, simulation-based inquiry learning using a Dual-Situated Learning Model (DSLM) was developed and implemented with Grade 10 students in order to investigate students’ conceptual understanding at pre-test, post-test and at a retention test. The results showed that their conceptual understanding scores were significantly different and they gained better conceptual understanding after attending the simulation class. According to our findings, this method of simulation-based inquiry learning could be considered as a pedagogical tool for promoting students’ conceptual understanding. Selection peer review under responsibility ofaccess Prof.under Dr. Ferhan Odabaşı. © 2013 Theand Authors. Published by Elsevier Ltd. Open CC BY-NC-ND license. Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı

Keywords: DSLM, open inquiry, computer simulation, conceptual change © 2013 Published by Elsevier Ltd. All rights reserved. 1. Background and motivation Newton’s laws of motion play such a fundamental role in explaining real life physical phenomena that these laws have been taught at many levels of education, such as in primary schools, secondary schools and at university level. Many previous studies have reported that most students have misconceptions about Newton’s laws of motion (Obaidat & Malkawi, 2009; Saglam-Arslan & Devecioglu, 2010). Several researchers have conducted practical studies of the process of conceptual change through the teaching of Newton’s laws of motion (Atasoy & Akdenız, 2007; Macabebe, Culaba & Maquiling, 2010; Saglam-Arslan & Devecioglu, 2010). Taking into account the likelihood of misconceptions mentioned above, a new research trend has developed, in which efforts are made to use computers, technologies and computer simulation for teaching these laws of motion. Depending on the computer simulation, this could help students to visualize scientific phenomena and gain scientific conceptual understanding (Srisawasdi, 2008). It can also develop conceptual change strategies during the teaching and learning process of the laws of motion because it can engage students to investigate scientific concepts by adjusting variable values and observing the effects to form conclusions by themselves (Hennessy, Deaney & Ruthven, 2006). Among teaching and learning methods/models used in recent years, the dual-situated learning

* Corresponding Author: Niwat Srisawasdi Tel.: +6-681-775-9559 E-mail address: [email protected]

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı doi:10.1016/j.sbspro.2013.10.157

Prapaporn Sornkhatha and Niwat Srisawasdi / Procedia - Social and Behavioral Sciences 93 (2013) 2010 – 2014

2011

model, proposed by She (2003), could facilitate conceptual change during the simulation-inquiry learning (Srisawasdi, 2012). Consequently, in this study, the dual-situated learning model was used to frame the learning activities during the simulation inquiry-based learning environment, to facilitate the conceptual development of Newton’s laws of motion. 2. Literature review 2.1. Computer simulation for Newton’s laws of motion Over the past three decades, the study of conceptual change has been a major research area within science education (Duit & Treagust, 2003), especially on the topic of Newton’s laws of motion for both physics majors and non-physics majors, by using computer simulation to develop students’ conceptions (Spyrtou, Hatzikraniotis & Kariotoglou, 2009; Tao & Gunstone 1999). From studies in the physics classroom, researchers have reached a consensus that computer simulation could develop students’ conceptual learning of the laws of motion because of its features of presenting dynamic theoretical or simplified models of real-world components, phenomena or processes, encouraging students to observe and explore by changing and recreating variables and enabling them to receive immediate feedback about real objects, phenomena and processes. However, computer simulation alone is not enough to overcome alternative concepts where misconceptions exist; the instructional model may also be required to facilitate conceptual change during the use of computer simulation (Srisawasdi, 2012). 2.2. The Dual-Situated Learning Model (DSLM) for the learning process of conceptual change The Dual-Situated Learning Model (DSLM) provides a unique tool to emphasize that the learning process of conceptual change should be situated in the nature of the scientific concepts in question, and students’ beliefs about these concepts, in order to determine, design and create the essential mind-set required for constructing a more scientific view of these concepts (She, 2003, 2004). DSLM includes six stages: 1) examining the attributes of the scientific concept; 2) probing students’ alternative scientific conceptions; 3) analysing which mind-sets the students lack; 4) designing dual-situated learning events; 5) instructing with these dual-situated learning events and 6) instructing with challenging-situated learning events (She & Liao, 2010). 3 . The interactive computer-simulated laboratory environment based on the dual-situated learning model In this study, Yenka was used as an interactive computer simulation as a conceptual tool for students’ inquiry learning in a laboratory environment. Based on DSLM procedures, the interactive computer-simulated laboratory environment was developed to overcome students’ alternative conceptions of Newton’s laws of motion as follows. Figure 1 shows a screen interface of Yenka simulation for science learning. (C1) Concept of Newton’s first law: after the students were probed about their alternative concepts of this law, the interactive computer simulation was used to allow students to explore the visual representation of the interaction between time and velocity. (C2) Concept of Newton’s second law: after the students were probed about their alternative concepts of this law, the interactive computer simulation was used to allow students to adjust the force and mass of each object. Then, they were asked to explore the simulation graph for each object. (C3) Concept of Newton’s third law: after the students were probed about their alternative concepts of this law, the interactive computer simulation was used to allow students to adjust the driving force of each object. Then, they were asked to explore the simulation graph for each object to challenge their understanding of the concept. (C4) An advanced concept which integrates all three of Newton’s laws: the interactive simulation was designed to be a challenging-situated learning event that combines all of the particular mind-sets for all three of Newton’s laws. The students were asked to adjust the force and mass of each object and, then, they were asked to explore the graph representation of the interaction between time and acceleration for each object.

2012


Figure 1: An illustrative example of Yenka simulation

4 . R esults a nd discussion To investigate the potential of simulation-based inquiry learning on physics students’ conceptual understanding of Newton’s laws of motion, a pre-post-retention repeated-measures design experiment was conducted with thirty-six Grade 10 students in a science classroom. A series of open-ended questions were asked to examine the students’ conceptual understanding before their participation in the interactive computer-simulated laboratory environment based on DSLM (the pre-test). Afterwards, the same questions were asked of the students again, to explore their conceptual understanding on exit and to investigate the change in their conceptual understanding resulting from the intervention (the post-test). Moreover, the same questions were asked of the students, two months after the post-test, to examine their conceptual retention (the retention test). The conceptual scores for pre-test, post-test and the retention test for each concept are shown in Table 1. Table 1: Friedman test results for pre-test, post-test and retention test Concepts C1

C2

C3

C4

Test Pre-test Post-test Retention-test Pre-test Post-test Retention-test Pre-test Post-test Retention-test Pre-test Post-test Retention-test

Mean 0.81 1.44 1.19 1.11 1.56 1.14 0.81 1.19 1.14 0.14 0.39 0.83

Median 1.00 1.00 1.00 1.00 2.00 1.00 1.00 1.00 1.00 0.00 0.00 1.00

SD 0.47 0.56 0.40 0.46 0.50 0.35 0.40 0.47 0.54 0.42 0.77 0.74

Chi-Square

Asymp.sig.

26.82

0.000

22.95

0.000

14.48

0.001

20.08

0.000

*

*

*

*

2013

Prapaporn Sornkhatha and Niwat Srisawasdi / Procedia - Social and Behavioral Sciences 93 (2013) 2010 – 2014 *

p value < 0.05

Table 1 shows that there is a significant difference between the conceptual scores for pre-test, post-test and the retention test for each concept. Further data analysis was used to examine whether there is significant difference between the pre- and post-tests and between the post and retention tests for each concept. Table 2 shows that, for each concept, there is a significant difference between the pre- and post-tests and between the post and retention tests. Table 2: Wilcoxon test results for pre-test, post-test and retention test Concepts C1

C2

C3

C4 *

Test Pre-test Post-test Retention-test Pre-test Post-test Retention-test Pre-test Post-test Retention-test Pre-test Post-test Retention-test

Mean 0.81 1.44 1.19 1.11 1.56 1.14 0.81 1.19 1.14 0.14 0.39 0.83

Median 1.00 1.00 1.00 1.00 2.00 1.00 1.00 1.00 1.00 0.00 0.00 1.00

SD 0.47 0.56 0.40 0.46 0.50 0.35 0.40 0.47 0.54 0.42 0.77 0.74

Z 3.957

* 2.496

3.398

* 3.873

3.071

*

* 0.707

1.937

*

*

* 2.610

*

p value < 0.05

These results show agreement with the consensus that an interactive computer-simulated laboratory environment based on DSLM could support conceptual development of Newton’s laws of motion for the students. This finding is consistent with studies that show that the use of DSLM can improve students’ conceptual learning of scientific concepts (She, 2002, 2003, 2004; Tang, She & Lee, 2005). The interactive simulation emphasizes the need to provide students with visualizations and to challenge their beliefs regarding the laws of motion phenomenon in order to help them build a more scientific view of the concepts. 5. Conclusion The results of this study reveal that the incorporation of learning by DSLM into an interactive simulation has the potential to aid the development of students’ conceptual understanding in science through the mechanical process of conceptual change regarding Newton’s laws of motion. This learning environment provides students the opportunity to visualize the forces, action and reaction phenomena, helping them to change their conceptual views of each law. Moreover, the change in their conceptions was a deep process of repairing the students’ alternative conceptions into accurate scientific conceptions. This implies that students can more quickly and efficiently recall correct scientific ideas in order to conceptualize more advanced scientific concepts, once this conceptual change has been successful. The results from this study suggest that an interactive computer-simulated laboratory environment based on DSLM could provide an alternative way of developing conceptual understanding of Newton’s laws of motion. Acknowledgements This work was financially supported by the National Research Council of Thailand (NRCT) during the year 2012-2013.

2014


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