Skip to main content
Log in

How do students learn to apply their mathematical knowledge to interpret graphs in physics?

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

This paper describes a laboratory-based program in physics designed to help students build effective links between the mathematical equations used to solve problems in mechanics and the real world of moving objects. Through the analysis of straight line graphs derived from their own data students have been able to achieve a considerable development towards a concept of slope, or gradient, and how it relates to the concept of proportionality, but they continue to demonstrate a great resistance to applying their mathematical knowledge to physics. A model designed to help us apply current research ideas to this problem is described. The work described in this paper was carried out at Dickson College, a government senior secondary college (Years 11 and 12) in the Australian Capital Territory, where the author taught physics and biology.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Appleton, K., & Beasley, W.. (1994). Students' learning in science lessons: Towards understanding the learning process.Research in Science Education, 24, 11–20.

    Article  Google Scholar 

  • Cobb, P. (1988). The tension between theories of learning and instruction in mathematics education.Educational Psychologist, 23(2), 87–103.

    Article  Google Scholar 

  • Friedler, Y., & Tamir, P. (1990). Life in science laboratory classrooms at secondary level. In E. Hegarty-Hazel (Ed.),The student laboratory and the science curriculum (pp. 337–356). London: Routledge.

    Google Scholar 

  • Hewitt, P. G. (1987).Conceptual physics. A high school program (Teaching guide). Sydney, NSW: Addison-Wesley Publishing Company.

    Google Scholar 

  • McCloskey, M. (1983). Intuitive physics.Scientific American, 248(4), 114–122.

    Article  Google Scholar 

  • Australian Capital Territory, Board of Senior Secondary Studies. (1995).Physics course framework. Canberra, ACT: Author.

    Google Scholar 

  • Russell, P. (1979).The brain book. London: Routledge & Kegan Paul.

    Google Scholar 

  • Schollum, B., & Osborne, R. (1985). Relating the new to the familiar. In R. Osborne, & P. Freyberg (Eds.),Learning in science. The implications of children's science (p. 52). Auckland, NZ: Heinemann Education.

    Google Scholar 

  • Schulz, W., & McRobbie, C. (1994). A constructivist approach to secondary school science experiments.Research in Science Education, 24, 295–303.

    Article  Google Scholar 

  • Curriculum Corporation. (1994).Statement on Science for Australian Schools. Carlton, Victoria: Curriculum Corporation.

    Google Scholar 

  • Tasker, R. (1992). Effective teaching. What can a constructivist view of learning offer?The Australian Science Teachers Journal, 38(1), 25–34.

    Google Scholar 

  • Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning.School Science and Mathematics, 90(5), 403–418.

    Google Scholar 

  • Woolnough, B., & Allsop, T. (1985).Practical work in science. London: Cambridge University Press.

    Google Scholar 

  • Woolnough, J. A., & Cameron, R. S. (1991). Girls, boys, and conceptual physics: An evaluation of a senior secondary physics course.Research in Science Education, 21, 337–344.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Jim Woolnough.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Woolnough, J. How do students learn to apply their mathematical knowledge to interpret graphs in physics?. Research in Science Education 30, 259–267 (2000). https://doi.org/10.1007/BF02461633

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02461633

Keywords

Navigation