Comparing the Impact of Dynamic and Static Media on Students' Learning of One-Dimensional Kinematics

In our study, we aimed to compare the impact of simulations, sequences of printed simulation frames and conventional static diagrams on the understanding of students with regard to the one-dimensional kinematics. Our student sample consisted of three classes of middle years students (N = 63; mostly...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2015-10, Vol.11 (5), p.1119
Main Authors: Mešic, Vanes, Dervic, Dževdeta, Gazibegovic-Busuladžic, Azra, Salibašic, Džana, Erceg, Nataša
Format: Article
Language:English
Subjects:
Bosnia and Herzegovina (Sarajevo)
Comparative Analysis
Control Groups
Educational Media
Experimental Groups
Foreign Countries
Instructional Effectiveness
Kinematics
Mann Whitney U Test
Mechanics (Physics)
Motion
Physics
Pretests Posttests
Printed Materials
Quasiexperimental Design
Science Instruction
Secondary School Science
Secondary School Students
Simulation
Statistical Analysis
Student Attitudes
Students
Teaching Methods
Visual Aids
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Summary:In our study, we aimed to compare the impact of simulations, sequences of printed simulation frames and conventional static diagrams on the understanding of students with regard to the one-dimensional kinematics. Our student sample consisted of three classes of middle years students (N = 63; mostly 15 year-olds). These three classes served as comparison groups in our pre-post quasi-experiment, whereby each of them was assigned to one of the experimental treatments, i.e. media types. The results of the ANCOVA showed that students who learned from simulations or from printed sequences of simulation frames significantly outperformed their peers who had learned one-dimensional kinematics from conventional static diagrams. Thereby, we have found that learning from sequences of simulation frames seems to be particularly effective for girls. The use of simulations or printed simulation frames has also proved to be associated with more positive attitudes of students towards kinematics instruction.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2015.1385a