Superposition of vectors and electric fields: a study using structured inquiry tutorial lessons with upper secondary level students

Moynihan, Richard; Kampen, Paul van; Finlayson, Odilla; McLoughlin, Eilish

doi:10.1088/1361-6552/ab6357

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…A recent paper by Richard Moynihan et al (2020) established the usefulness of vector addition in electrostatics. It was explored the force superposition in electrostatics by using the method of vector addition based on dividing vector components.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

Sharifov

2020

JPFI

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The article deals with the effectiveness of Head-to-tail method for addition vectors. The empirical investigations were carried out at a specialized school. In the research, the number of respondents was 24. As a part of the experiments, it was conducted questionnaires among them and they were given pre-test and post-test, which consists of 12 questions. Statistical analysis was performed using SPSS software. A paired t-test was carried out on pre-test and post-test to determine the possible difference between them. According to the statistically analysed data, it was established that by using Head-to-tail method, students could understand and solve more complicated test task regarding the motion of an object under the many forces. It was concluded that this method could be the best way of solving the most challenging issues related to one or two-dimensional motion and it makes a significant contribution to the more in-depth adoption of the students' understanding of finding the direction of resultant force for numerous forces vectors.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

Sharifov

2020

JPFI

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Investigating the effects of argument-driven ınquiry method in science course on secondary school students’ levels of conceptual understanding

Kaçar¹,

Balım²

2021

tused

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This study aimed to determine the effects of the argument-driven inquiry learning method on students’ conceptual learning in science education. The study is conducted with embedded mixed-methods research design from mixed research methods. The study was conducted with 64 7th-grade students consisting of 31 students in the experimental group and 33 students in the control group from a public school in the Aegean Region in Turkey. The unit “electrical energy” was taught using the argumentdriven inquiry learning method in the experiment group, and the 2013 science curriculum and activities in the control group. The quantitative data collection tool used in this research was the “Conceptual Learning Test” while the qualitative data collection tools used were daily student reflections, research observation notes. To determine students’ conceptual learning, of non-parametric tests, the Wilcoxon Z test was used for withingroup comparisons and the Mann-Whitney U test was used to compare groups. For qualitative data analysis, descriptive analysis and content analysis were used based on the situation. According to the analysis of data, a significant difference in favor of the experiment group was observed in students’ conceptual learning. The reason for the positive change in experiment group students’ conceptual understanding was that the method presents an opportunity for students to explore information (the conceptual relationships by exploring the effects of the variables within the cases), discuss information within the group and out-group peers, and structurize. In conclusion, the current study might contribute to using the argument-driven inquiry learning method in a science course to literature and shed light on new studies.

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Superposition of vectors and electric fields: a study using structured inquiry tutorial lessons with upper secondary level students

Cited by 2 publications

References 12 publications

The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

Investigating the effects of argument-driven ınquiry method in science course on secondary school students’ levels of conceptual understanding

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