Do Students Use and Understand Free-Body Diagrams?
Do Students Use and Understand Free-Body Diagrams?
复制标题
学生使用并理解自由体图吗？
DOI：
10.1103/physrevstper.5.010108
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发表时间：
2009
影响因子：
--
通讯作者：
E. Etkina
中科院分区：
文献类型：
--
作者：
David Rosengrant;A. Heuvelen;E. Etkina
物理教育文献建议使用多种表征来帮助学生理解概念和解决问题。然而，关于学生为什么使用表征以及使用表征的学生是否更成功的研究很少。本研究解决这些问题，使用自由体图的图形表示中使用的问题，涉及力作为一种类型的表示。我们对学生在解决物理问题时使用自由体图的情况进行了为期两年的定量和定性研究。我们发现，当学生在一门课程，一贯强调使用自由体图，他们中的大多数人都使用自己的图表，以帮助解决考试问题，即使他们没有收到信贷绘制图表。我们还发现，正确绘制图表的学生在获得问题的正确答案方面更成功。最后，我们采访了学生，以揭示他们使用自由体图的原因。我们发现，高成就的学生使用的图表，以帮助解决问题，并作为一种工具，以评估他们的工作，而低成就的学生只使用表示作为辅助工具，在解决问题的过程中。
Physics education literature recommends using multiple representations to help students understand concepts and solve problems. However, there is little research concerning why students use the representations and whether those who use them are more successful. This study addresses these questions using free-body diagrams diagrammatic representations used in problems involving forces as a type of representation. We conducted a two-year quantitative and qualitative study of students’ use of free-body diagrams while solving physics problems. We found that when students are in a course that consistently emphasizes the use of free-body diagrams, the majority of them do use diagrams on their own to help solve exam problems even when they receive no credit for drawing the diagrams. We also found that students who draw diagrams correctly are significantly more successful in obtaining the right answer for the problem. Lastly, we interviewed students to uncover their reasons for using free-body diagrams. We found that high achieving students used the diagrams to help solve the problems and as a tool to evaluate their work while low achieving students only used representations as aids in the problem-solving process.