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Journal of Science Education and Technology
written by James Monaghan and John J. Clement
Galileo's contemporaries as well as today's students have difficulty understanding relative motion. We hypothesize that the construction of visual models, resolution of these visual models with numeric models, and, in many cases, rejection of commitments such as the belief in one ldquotruerdquo velocity, are necessary for students to form integrated mental models of relative motion events. To investigate students' relative motion problem solving, high school science students were videotaped in classroom and laboratory settings as they performed collaborative predict-observe-explain activities with relative motion computer simulations. Half of the students interacted with simulations that provided animated feedback; the other half received numeric feedback. Learning, as measured by a diagnostic test, occurred following both conditions. There is evidence that many numeric condition students used faulty mechanical algorithms to solve problems, while many animation condition students used mental imagery to solve problems. In this paper, interactions in which student involvement was visual model based will be contrasted with interactions in which involvement was algorithm based. Implications for pedagogy and educational uses of computer simulations will be discussed.
Journal of Science Education and Technology: Volume 9, Issue 4, Pages 311-325
Subjects Levels Resource Types
Education Foundations
- Alternative Conceptions
Education Practices
- Pedagogy
General Physics
- Physics Education Research
- High School
- Reference Material
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Access Rights:
Available by subscription
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© 2000 SpringerLink
DOI:
10.1023/A:1009480425377
ISSN Numbers:
1059-0145 (Paper)
1573-1839 (Online)
Keywords:
Algorithms, Computer Simulation, Conceptual Change, Cooperative Learning, High Schools, Motion, Physics, Problem Solving, Visualization
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
June 5, 2006 by Lyle Barbato
Last Update
when Cataloged:
December 1, 2000
Other Collections:

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Record Link
AIP Format
J. Monaghan and J. Clement, J. Sci. Educ. Tech. 9 (4), 311 (2000), WWW Document, (http://dx.doi.org/10.1023/A:1009480425377).
AJP/PRST-PER
J. Monaghan and J. Clement, Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation, J. Sci. Educ. Tech. 9 (4), 311 (2000), <http://dx.doi.org/10.1023/A:1009480425377>.
APA Format
Monaghan, J., & Clement, J. (2000, December 1). Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation. J. Sci. Educ. Tech., 9(4), 311-325. Retrieved December 18, 2017, from http://dx.doi.org/10.1023/A:1009480425377
Chicago Format
Monaghan, James, and John Clement. "Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation." J. Sci. Educ. Tech. 9, no. 4, (December 1, 2000): 311-325, http://dx.doi.org/10.1023/A:1009480425377 (accessed 18 December 2017).
MLA Format
Monaghan, James, and John Clement. "Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation." J. Sci. Educ. Tech. 9.4 (2000): 311-325. 18 Dec. 2017 <http://dx.doi.org/10.1023/A:1009480425377>.
BibTeX Export Format
@article{ Author = "James Monaghan and John Clement", Title = {Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation}, Journal = {J. Sci. Educ. Tech.}, Volume = {9}, Number = {4}, Pages = {311-325}, Month = {December}, Year = {2000} }
Refer Export Format

%A James Monaghan
%A John Clement
%T Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation
%J J. Sci. Educ. Tech.
%V 9
%N 4
%D December 1, 2000
%P 311-325
%U http://dx.doi.org/10.1023/A:1009480425377
%O text/html

EndNote Export Format

%0 Journal Article
%A Monaghan, James
%A Clement, John
%D December 1, 2000
%T Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation
%J J. Sci. Educ. Tech.
%V 9
%N 4
%P 311-325
%8 December 1, 2000
%@ 1059-0145 (Paper),1573-1839 (Online)
%U http://dx.doi.org/10.1023/A:1009480425377


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