Investigating Student Reasoning Using Simulations and Physical Activities in Introductory Physics

Amy Rouinfar

This work funded in part by NSF Grant PHY-0851599 and U.S. Department of Education, Institute of Education Sciences, Award R305A080507.

How do conceptions change from before to after the activity and what elements contribute to the change?

How does the context of the question influence the conceptions a student might have?

RESEARCH QUESTIONS

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CONTEXT OF STUDY The CoMPASS (Concept Map Project-based Activity

Scaffolding System) curriculum was used. Typically implemented in grade 6-8 classrooms.

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Participants: 12 General Physics I students◦ Introductory, algebra based course

Research Design◦Pre-Test◦ Individual Semi-Structured Interview◦CoMPASS Learning◦Activity (Either Physical or Simulation)◦Post-Test◦ Individual Semi-Structured Interview

METHODOLOGY

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Pre-Post Tests◦ Identical tests given before and after the learning activity.◦ Scores used to track overall improvement.

Interviews◦ In terms of physics concept, identical to tests.◦ The questions asked were open-ended and in a different

context than those on the test. Worksheet

◦ Completed during the learning activity.

SOURCES OF DATA

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Pre-Post Tests◦ Identical tests given before and after the learning activity.◦ Scores used to track overall improvement.

Interviews◦ In terms of physics concept, identical to tests.◦ The questions asked were open-ended and in a different

context than those on the test. Worksheet

◦ Completed during the learning activity.

SOURCES OF DATA

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Because the elevator in your dorm is too small, you decide to use a movable pulley to lift a futon into your room. How does the work done to lift the futon compare to its potential energy once it is lifted?

You use a movable pulley to lift a watermelon to your tree house. How does the work you do lifting the watermelon compare to its potential energy once lifted? A) The work is more than the potential energyB) The work is less than the potential energyC) The work and potential energy are the sameD) Not enough information

RESULTS – OVERALL

10/12 students improved their scores 1/12 showed no improvement 1/12 did worse by one question

Average Test Scores (N=12)Treatment Pre-Test Post-Test Normalized Gain

Physical 32.1% 55.1% 33.9%

Simulation 20.5% 47.4% 33.8%

Normalized Gain=

Pre% - 100%Pre%-Post%

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Average Number of Consistent Responses Between Test and Similar Interview Question (Mean ± Std. Dev.)

Treatment Pre Post

Physical 3.8 ± 1.6 4.8 ± 1.1

Simulation 4.3 ± 1.1 4.3 ± 1.4

Physics concept: Increased height results in an increased amount of work

Jacob is using a fixed pulley to separately lift two boards of the exact size and mass up to two different heights. He lifts one board 10 meters and then lifts the second board 20 meters. When lifting the board 20 meters, Jacob is doing ______work as/than when lifting the first board 10 meters high?

A) more B) lessC) the same amount ofD) not enough info to decide

QUESTION 8

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RESULTS – QUESTION 8

PRE POST0%

20%

40%

60%

80%

100%

PHYSICALSIMULATION

TEST

% C

ORR

ECT

Comparing Correctness of Pre- and Post-Tests

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Physics concept: Increased height results in an increased amount of work

In both physical and simulation treatments 4/6 students said that greater height results in more work in the interview.

Consistency between test and similar interview question◦ 3/6 consistent with Pre-Test response in Interview◦ 5/6 consistent with Post-Test response in Interview

RESULTS – QUESTION 8

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A B C

QUESTION 9Physics concept: the work done to lift the same object to the

same height is the same regardless of which pulley is used

Alice is using pulley set-up A, Brenda is using B, and Carl is using C. What can you tell about the work needed to lift the load by each of them, if friction is not a factor?

A) Alice (using pulley system A) is doing more work B) Brenda (using pulley system B) is doing more workC) Carl (using pulley system C) is doing more workD) The work done in all three situations is the same

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RESULTS – QUESTION 9

PRE POST0%

20%

40%

60%

80%

100%

PHYSICALSIMULATION

TEST

% C

ORR

ECT

Comparing Correctness of Pre- and Post-Tests

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Physics concept: the work done to lift the same object to the same height is the same regardless of which pulley is used

In post-test interviews students who did:◦ The physical activity exhibited mechanistic1 reasoning.◦ The simulation exhibited superficial reasoning.

Consistency between test and similar interview question◦ 4/6 consistent with Pre-Test response in Interview◦ 4/6 consistent with Post-Test response in Interview

RESULTS – QUESTION 9

1. Hung & Jonassen (2006)13

Physics concept: the work done to lift the same object to the same height is the same regardless of which pulley is used

In post-test interviews students who did:◦ The physical activity exhibited mechanistic1 reasoning.◦ The simulation exhibited superficial reasoning.

Consistency between test and similar interview question◦ 4/6 consistent with Pre-Test response in Interview◦ 4/6 consistent with Post-Test response in Interview

RESULTS – QUESTION 9

1. Hung & Jonassen (2006)14

“Although pulley C would have more friction… it’s easier to move an object with… a double [compound pulley]… because you’re pulling more distance, but the weight is distributed more.”

“The work is [going to] be the same… because we’re all lifting it the same distance… The weight of the object stays the same regardless of how you pull it up.”

How do conceptions change from before to after the activity and what elements contribute to the change?

Comparing pre/post interview responses to Question 8:◦ In pre-test students rely on physical intuition, but are inconsistent in the

interview (3/6 consistent)◦ In post-test students attempt to reason based on experience in the

activity, sometimes going against physical intuition answering incorretly.

Comparing pre/post interview responses to Question 9:◦ Students who performed the physical activity developed deeper

reasons for their responses◦ Students who performed the simulation tended to keep superficial

reasons for their responses.

CONCLUSIONS

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How does the context of the question influence the conceptions a student might have?

Overall, context has some influence on student response. In question 8, students were more consistent with their

responses once they had completed the activity. In question 9, students were equally consistent with

their responses regardless of when they were interviewed.

In the future, studies could be done to see the effect of context with a larger sample size.

CONCLUSIONS

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