Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course

Pulgar, J. A.; Spina, Alexis; Ríos, Carlos; Harlow, Danielle B.

doi:10.1119/perc.2019.pr.pulgar

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Clear interpretation of a concept may make comprehension of other concepts simpler for students, and it will help them to understand more complicated concepts. One of the most fundamental concepts in physics is the principle of kinematics, such as distance, displacement, velocity, and acceleration (Clement, 1982;Handhika et al, 2018;Pulgar et al, 2020). This concept is a core principle that needs to be acquired in order to understand Physics concepts, such as dynamics.…”

Section: Introductionmentioning

confidence: 99%

JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept

Jufriadi¹,

Andinisari²

2020

Momentum: Physics Education Journal

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This study aims to investigate and explore students' understanding of the concept of Kinematics, particularly in the concepts of acceleration, velocity, distance and displacement. This research used a mixed-method approach with an embedded experimental design. The research was conducted by involving 21 students consisting of 7 men and 14 women. This research used reasoned multiple-choice questions and short interviews to determine the students' initial and final understanding. The results showed that, before the intervention was carried out, as much as 42.86% of students did not understand the concept of distance and displacement correctly, as much as 26.99% of students did not understand the concepts of instantaneous velocity and average speed, as much as 45.6% did not understand the concepts of position, velocity and acceleration and as much as 87.31% did not understand about the direction of velocity and acceleration. In addition, the results showed that the application of JITT with assessment for learning could significantly improve students' understanding of concepts, with N-gain = 0.56 and effect size = 2.38. This study explains the difficulties and general understanding of students on the concepts of distance and displacement, and the direction of object acceleration. In addition, the integration of assessment for learning to JITT is an option in the learning process to improve understanding of Kinematics concepts.

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Section: Introductionmentioning

confidence: 99%

JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept

Jufriadi¹,

Andinisari²

2020

Momentum: Physics Education Journal

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“…Recent evidence has shown performance on algebra-based problems is negatively affected by having more social connections in the classroom, particularly if these social ties were used for accessing information [6], however beneficial for generating physics problems. Yet, this effect would strongly depend on whether the learning environment fosters collaboration, as well as motivates students to engage in the processes of idea-generation and decisionmaking [36].…”

Section: Collaboration and Problem Solvingmentioning

confidence: 99%

Investigating how students collaborate to generate physics problems through structured tasks

Pulgar,

Spina,

Ríos

2020

Preprint

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Traditionally, scholars in physics education research pay attention to students solving well-structured learning activities, which provide restricted room for collaboration and idea-generation due to their close-ended nature. In order to encourage the socialization of information among group members, we utilized a real-world problem where students were asked to generate a well-structured physics task, and investigated how student groups collaborated to create physics problems for younger students at an introductory physics course at a university in northern Chile. Data collection consists of audio recording the group discussions while they were collaborating to develop their physics problems as well as the solutions they created to their problems. Through interviews, we accessed students' perceptions on the task and its challenges. Results suggest that generating problems is an opportunity for students to propose ideas and make decisions regarding the goals of the problem, concepts and procedures, contextual details and magnitudes and units to introduce in their generated problems. In addition, we found evidence that groups tested the validity of their creations by engaging in strategies often observed with algebra-based physics problems, such as mathematical procedures and qualitative descriptions of the physics embedded in the problem, yet groups invested more time with algebra-based strategies compared to more qualitative descriptions. Students valued the open-ended nature of the task and recognized its benefits in utilizing physics ideas into context, which in turn enabled collaboration in a way not experienced with traditional algebra-based problems. These findings support the use of generative activities as a pathway for students to engage in real-world physics problems that allow for a range and variety of collective processes and ideas.

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The Effect of Portable Laboratory Integrated with Local Wisdom (PL-ILW) for Physics Learning

Susanto

Husen

Lajis

2023

2023 17th International Conference on Ubiquitous Information Management and Communication (IMCOM)

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Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course

Cited by 3 publications

References 9 publications

JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept

JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept

Investigating how students collaborate to generate physics problems through structured tasks

The Effect of Portable Laboratory Integrated with Local Wisdom (PL-ILW) for Physics Learning

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