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SURGE

SURGE. Connecting students' intuitive understandings about kinematics and Newtonian mechanics into explicit formalized frameworks. Learning Goals. Newton’s 1st and 2nd Laws and kinematics as measured by the FCI • Relationship of Mass, Force, and Acceleration • Effect of Friction

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SURGE

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  1. SURGE Connecting students' intuitive understandings about kinematics and Newtonian mechanics into explicit formalized frameworks

  2. Learning Goals Newton’s 1st and 2nd Laws and kinematics as measured by the FCI • Relationship of Mass, Force, and Acceleration • Effect of Friction • Effect of Gravity • Unbalanced Forces results in acceleration • Balanced forces results in constant velocity (or zero velocity) • Projectile Motion • How velocity affects trajectory • The independence of the x and y components of motion • Kinematics • Acceleration is the change in velocity over time • Differentiating among decreasing velocity, constant velocity, and increasing velocity • Velocity is the change in position over time

  3. Approach • Each level highlights a specific relationship and integrates it into increasingly complex settings. • Categories of cases focus on specific relationships central to mechanics that represent components of broader formalism. • Once students have intuitive grasp of relationship, they are ready for formal terminology and connections. • Students simultaneously supported in building connections to formal representations in terms of units, graphs, dot traces, velocity vectors, force vectors, etc. • Finally SURGE connects these understandings to the formal laws and definitions.

  4. “Travel” Modules: Exploring How Impulses and Constant Acceleration Affects Motion

  5. “Launch” Modules: Exploring Projectile Motion

  6. 2D “Integration” Module: Why does Energy Appear to Get “Lost”?

  7. 3D “Transfer” Modules: Extending Ideas Toward Real World

  8. Can a game increase students understanding on an academic assessment? • Can we predict student performance on FCI from gameplay in SURGE? • Does storyline increase learning? • How to design representations to maximize learning? • Investigate intended and unintended learning. Research: Core Questions

  9. Four Tiers of Assessment • Formal Assessment of Instructed Concepts: FCI and related traditional multiple choice measures of conceptual understanding. • Embedded Assessment between levels where game characters ask for advice in planning other missions and the player interacts with a simulation. • Assessment of Spontaneous Concepts through gameplay data including scoring data and components along with gameplay paths and choices. • Transfer Assessment posing questions in the context of “real-world” video clips and asking for explanations and predicitons.

  10. Thank You! www.surgeuniverse.com www.dougclark.info doug.clark@vanderbilt.edu

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