Investigating Student Reasoning Using Simulations and Physical Activities in Introductory Physics

1. Investigating Student Reasoning Using Simulations and Physical Activities in Introductory Physics Amy Rouinfar This work funded in part by NSF Grant PHY-0851599 and U.S. Department of Education, Institute of Education Sciences, Award  R305A080507.

2. RESEARCH QUESTIONS • How do conceptions change from before to after the activity and what elements contribute to the change? • How does the context of the question influence the conceptions a student might have?

3. CONTEXT OF STUDY The CoMPASS (Concept Map Project-based Activity Scaffolding System) curriculum was used. Typically implemented in grade 6-8 classrooms.

4. METHODOLOGY • Participants: 12 General Physics I students • Introductory, algebra based course • Research Design • Pre-Test • Individual Semi-Structured Interview • CoMPASS Learning • Activity (Either Physical or Simulation) • Post-Test • Individual Semi-Structured Interview

5. SOURCES OF DATA • Pre-Post Tests • Identical tests given before and after the learning activity. • Scores used to track overall improvement. • Interviews • In terms of physics concept, identical to tests. • The questions asked were open-ended and in a different context than those on the test. • Worksheet • Completed during the learning activity.

6. SOURCES OF DATA You use a movable pulley to lift a watermelon to your tree house. How does the work you do lifting the watermelon compare to its potential energy once lifted? A) The work is more than the potential energy B) The work is less than the potential energy C) The work and potential energy are the same D) Not enough information • Pre-Post Tests • Identical tests given before and after the learning activity. • Scores used to track overall improvement. • Interviews • In terms of physics concept, identical to tests. • The questions asked were open-ended and in a different context than those on the test. • Worksheet • Completed during the learning activity. Because the elevator in your dorm is too small, you decide to use a movable pulley to lift a futon into your room. How does the work done to lift the futon compare to its potential energy once it is lifted?

7. RESULTS – OVERALL 10/12 students improved their scores 1/12 showed no improvement 1/12 did worse by one question Normalized Gain =

8. QUESTION 8 Physics concept: Increased height results in an increased amount of work Jacob is using a fixed pulley to separately lift two boards of the exact size and mass up to two different heights. He lifts one board 10 meters and then lifts the second board 20 meters. When lifting the board 20 meters, Jacob is doing ______work as/than when lifting the first board 10 meters high? A) more B) less C) the same amount of D) not enough info to decide

9. RESULTS – QUESTION 8

10. RESULTS – QUESTION 8 Physics concept: Increased height results in an increased amount of work • In both physical and simulation treatments 4/6 students said that greater height results in more work in the interview. • Consistency between test and similar interview question • 3/6 consistent with Pre-Test response in Interview • 5/6 consistent with Post-Test response in Interview

11. QUESTION 9 A B C Physics concept: the work done to lift the same object to the same height is the same regardless of which pulley is used Alice is using pulley set-up A, Brenda is using B, and Carl is using C. What can you tell about the work needed to lift the load by each of them, if friction is not a factor? A) Alice (using pulley system A) is doing more work B) Brenda (using pulley system B) is doing more work C) Carl (using pulley system C) is doing more work D) The work done in all three situations is the same

12. RESULTS – QUESTION 9

13. RESULTS – QUESTION 9 Physics concept: the work done to lift the same object to the same height is the same regardless of which pulley is used • In post-test interviews students who did: • The physical activity exhibited mechanistic1 reasoning. • The simulation exhibited superficial reasoning. • Consistency between test and similar interview question • 4/6 consistent with Pre-Test response in Interview • 4/6 consistent with Post-Test response in Interview 1. Hung & Jonassen (2006)

14. RESULTS – QUESTION 9 “Although pulley C would have more friction… it’s easier to move an object with… a double [compound pulley]… because you’re pulling more distance, but the weight is distributed more.” Physics concept: the work done to lift the same object to the same height is the same regardless of which pulley is used • In post-test interviews students who did: • The physical activity exhibited mechanistic1 reasoning. • The simulation exhibited superficialreasoning. • Consistency between test and similar interview question • 4/6 consistent with Pre-Test response in Interview • 4/6 consistent with Post-Test response in Interview “The work is [going to] be the same… because we’re all lifting it the same distance… The weight of the object stays the same regardless of how you pull it up.” 1. Hung & Jonassen (2006)

15. CONCLUSIONS How do conceptions change from before to after the activity and what elements contribute to the change? • Comparing pre/post interview responses to Question 8: • In pre-test students rely on physical intuition, but are inconsistent in the interview (3/6 consistent) • In post-test students attempt to reason based on experience in the activity, sometimes going against physical intuition answering incorretly. • Comparing pre/post interview responses to Question 9: • Students who performed the physical activity developed deeper reasons for their responses • Students who performed the simulation tended to keep superficial reasons for their responses.

16. CONCLUSIONS How does the context of the question influence the conceptions a student might have? • Overall, context has some influence on student response. • In question 8, students were more consistent with their responses once they had completed the activity. • In question 9, students were equally consistent with their responses regardless of when they were interviewed. • In the future, studies could be done to see the effect of context with a larger sample size.