Development of students' conceptual thinking by means of video analysis and interactive simulations at technical universities

Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interac...

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Bibliographic Details
Published in:European journal of engineering education 2015-03, Vol.40 (2), p.145-166
Main Authors: Hockicko, Peter, Krišt′ák, L′uboš, Němec, Miroslav
Format: Article
Language:English
Subjects:
Active Learning
Comparative Analysis
Competence
Computer Simulation
Computer Software
Creative Thinking
Educational software
Educational Technology
Engineering
Engineering Education
Foreign Countries
Interactive learning
interactive simulations
Interactive Video
Kolmogorov Smirnov Two Sample Test
Natural Sciences
PhET simulations
Physics
Pretests Posttests
Problem Based Learning
Problem Solving
program Tracker
Questionnaires
Science education
Science Instruction
Science Process Skills
Slovakia
Statistical Analysis
Student's t-test
Teaching Methods
Technical Institutes
Undergraduate Students
Universities
video analysis
Video Technology
Vocational education
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Summary:Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think creatively, improves their performance and helps them in studying physics. This paper deals with increasing the key competencies in engineering by analysing real-life situation videos - physical problems - by means of video analysis and the modelling tools using the program Tracker and simulations of physical phenomena from The Physics Education Technology (PhET™) Project (VAS method of problem tasks). The statistical testing using the t-test confirmed the significance of the differences in the knowledge of the experimental and control groups, which were the result of interactive method application.
ISSN:0304-3797
1469-5898
DOI:10.1080/03043797.2014.941337