top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 09 September 2019

Practical Work, Simulations and Feedback to Address Undergraduate Physics Students’ Challenges in Understanding Circular and Rotational Motion

Dennis Luchembe, Overson Shumba

Mukuba University, The Copperbelt University, Zambia

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.02.03.90

Pages: 585-596

Keywords: Feedback, Feed-Forward, Circular Motion, Rotational Motion, Computer Simulations, Practical Work

Abstract

This analytic paper explores the challenges that undergraduate students face in understanding introductory physics concepts on circular and rotational motion. Challenges are drawn from researchers' own experiences and from the research literature. An innovative method is proposed that combines practical work, PhET simulations, and a systematic feedback and feed-forward process following after the Nicol and Macfarlane-Dick (2006) model. Providing feedback at critical junctures of the teaching and learning process is pertinent for the efficacy of the approach. The experience of implementing the approach suggests positive prospects for efficacy for learning circular and rotational motion by pre-service physics teachers.

References

  1. Achufusi-Aka, N. N. & Offiah, F. C. (2010). The effect of self-regulated learning on academic achievement of secondary school physics students. African Journal of Educational Studies in Mathematics and Sciences, 8, pp. 29-33.

  2. Butler, D. L. & Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3), 245–281.

  3. Canlas, I. P. (2016). University students’ alternative conceptions on circular motion. International Journal of Scientific and Technology Research, 5, pp. 25-33.

  4. Gamlem, S. M., & Smith, K. (2013). Student perceptions of classroom feedback. Assessment in Education: Principles, Policy and Practice, 20(2), 150–169.  doi:10.1080/0969594x.2012.749212.

  5. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

  6. Mashood, K. K., & Singh, V, A. (2012). An inventory on rotational kinematics of a particle: Unravelling misconceptions and pitfalls in reasoning. European Journal of Physics, 33, 1301- 1312.

  7. Mashood, K.K., & Singh, V.A. (2015). Rotational kinematics of rigid body about a fixed axis: Development and analysis of an inventory. European Journal of Physics, 36(4), 1-20.

  8. Moser, S., Zumbach, J & Deibl, I. (2017). The effect of metacognitive training and prompting on learning success in simulation-based physics learning, Science Education, 101(6), 944-967.  doi:10.1002/sce.21295

  9. Nicol, D. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090

  10. Rebello, N.S. & Rebello, C.M. (2013). Students’ conceptions about rolling in multiple contexts. American Institute of Physics Conference Proceedings, 1513, 326 329. doi: 10.1063/1.4789718.

  11. Reif, F & Allen, S. (1992). Cognition for interpreting scientific concepts: a study of

  12.   acceleration. Cognitive and Instruction, 9(1), 1–44.

  13. Roth, W., McRobbie, C.J., Lucas, K.B & Boutonne, S. (1997). Why may students fail to learn from demonstrations? A Social Practice Perspective on Learning in Physics. Journal of Research in Science Teaching, 34(5), 509 – 533.

  14. Searle, P. (1985). Circular motion concepts of first year engineering students, Research in Science Education, 15(1), 140–150. doi: 10.1007/BF02356536.

  15. Seattha, P., Yuenyong, C., & Art-in, S. (2015). Developing STS circular motion unit for providing students’ perception of the relationship between science, technology, engineering and mathematics. Mediterranean Journal of Social Sciences, 6(3), 268-275.

  16. Jimoyiannis, A. & Komis, V. (2001). Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion. Computers and Education, 36 (2), pp. 183-204.

  17. Viridi, S., Moghrabi, T. & Nasri, M. (2013). An observation of a circular motion using ordinary appliances: train toy, digital camera, and Android based smartphone. Prosiding of Simposium Nasional Inovasi dan Pembelajaran Sains, 3(4), 1-7.

  18. Zacharia, Z. C., & Anderson, O. R. (2003). The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics. American Journal of Physics 71(6), 618–629. doi:10.1119/1.1566427

bottom of page