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.
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.
Cobb, P. (1988). The tension between theories of learning and instruction in mathematics education.Educational Psychologist, 23(2), 87–103.
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.
Hewitt, P. G. (1987).Conceptual physics. A high school program (Teaching guide). Sydney, NSW: Addison-Wesley Publishing Company.
McCloskey, M. (1983). Intuitive physics.Scientific American, 248(4), 114–122.
Australian Capital Territory, Board of Senior Secondary Studies. (1995).Physics course framework. Canberra, ACT: Author.
Russell, P. (1979).The brain book. London: Routledge & Kegan Paul.
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.
Schulz, W., & McRobbie, C. (1994). A constructivist approach to secondary school science experiments.Research in Science Education, 24, 295–303.
Curriculum Corporation. (1994).Statement on Science for Australian Schools. Carlton, Victoria: Curriculum Corporation.
Tasker, R. (1992). Effective teaching. What can a constructivist view of learning offer?The Australian Science Teachers Journal, 38(1), 25–34.
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.
Woolnough, B., & Allsop, T. (1985).Practical work in science. London: Cambridge University Press.
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.
Author information
Authors and Affiliations
Corresponding author
Rights 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
Issue Date:
DOI: https://doi.org/10.1007/BF02461633