Does using a visual-representation tool foster students ability to identify forces and construct free-body diagrams?
Does using a visual-representation tool foster students ability to identify forces and construct free-body diagrams?
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使用视觉表示工具是否可以培养学生识别力和构建自由体图的能力？
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Viiri
中科院分区：
文献类型：
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作者：
A. Savinainen;A. Mäkynen;P. Nieminen;J. Viiri
早期的研究表明，在物理教学后，许多学生在力的概念和构建自由体图表(FBD)方面存在困难。有人建议，将作用力视为相互作用，可以帮助学生识别作用力，并构建正确的FBD。虽然有证据表明识别互动有助于学生解决定量问题，但之前还没有研究调查非视觉表征工具-交互图(ID)-对学生识别力量和构建正确的FBD的能力的影响。我们介绍了一项在11所芬兰高中进行的实证性研究，对象是参加第一门必修物理入门课程的学生(335人，年龄16岁)。研究设计涉及重、轻或不使用身份证的学生分组。重ID组和轻ID组在不同的物理环境中回答了八对ID和FBD问题，而无ID组回答了八个FBD问题中的两个。结果表明，在辨识力和构建正确的FBD方面，重ID组优于轻ID组和无ID组。对thesedataindicatesthattheuseofIDsisespeciallybeneficialinidentifyingforceswhenconstructingFBDs.的分析
Earlier research has shown that after physics instruction, many students have difficulties with the force concept, and with constructing free-body diagrams (FBDs). It has been suggested that treating forces as interactions could help students to identify forces as well as to construct the correct FBDs. While there is evidence that identifying interactions helps students in quantitative problem solving, there is no previous research investigating the effect of avisual-representation tool—an interaction diagram (ID)—on students’ ability to identify forces, and to construct the correct FBDs. We present an empirical study conducted in 11 Finnish high schools on students (n ¼ 335, aged 16) taking their first, mandatory, introductory physics course. The study design involved groups of students having heavy, light, or no use of IDs. The heavy and light ID groups answered eight pairs of ID and FBD questions in various physical contexts and the no ID group answered two of the eight FBD questions. The results indicate that the heavy ID group outperformed both the light and the no ID groups in identifying forces and constructing the correct FBDs. The analysis of thesedataindicatesthattheuseofIDsisespeciallybeneficialinidentifyingforceswhenconstructingFBDs.