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written by Teresa L. Hein-Larkin
Student ability to analyze and interpret motion graphs following laboratory instruction utilizing interactive digital video and traditional instructional techniques was investigated. Results suggested that digital video tools serve to motivate students and may be an effective mechanism to enhance student understanding of motion concepts.

Two laboratory exercises involving motion concepts were developed for this study. Students were divided into a treatment group that used digital video techniques and a control group that used traditional techniques. Student understanding of motion concepts were assessed using the Test of Understanding Graphs-Kinematics (TUG-K), responses to written graphical analysis questions, and two post-lab activities.

Possible relationships between learning style preferences and understanding of motion concepts were addressed. Learning style preferences were assessed using the Productivity Environmental Preference Survey (PEPS) prior to instruction. Student comments before and after the PEPS revealed the results accurately reflected their learning styles.

Results showed no significant relationship between students' learning style preferences and their ability to interpret motion graphs as measured by scores on the TUG-K. Results also showed no significant difference between instructional treatment and mean scores on the TUG-K.

Analysis of writing activities revealed treatment group students responded more effectively to graphical interpretation questions that closely paralleled motions observed during the laboratory. However, students in both groups displayed similar levels of difficulty when confronted with motions deviating from their lab observations.

After controlling for differences in student ability levels using SAT scores and course grades, a significant difference in mean scores on the TUG-K was observed between genders. Future studies could examine if the difference is due to a gender bias inherent in the TUG-L.
University: Kansas State University
Academic Department:  Physics
Pages 170
Subjects Levels Resource Types
Classical Mechanics
- Motion in Two Dimensions
Education Foundations
- Assessment
- Cognition
- Societal Issues
= Gender Issues
- Student Characteristics
= Ability
= Affect
= Skills
Education Practices
- Instructional Material Design
= Activity
- Technology
= Multimedia
- Lower Undergraduate
- Reference Material
= Thesis/Dissertation
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- application/pdf
- non-digital
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© 1997 Teresa L. Hein Larkin
Type:
Ph.D. Dissertation
ISBN Number:
9780591465129
Keywords:
laboratory instruction, student cognition, student learning styles
Record Creator:
Metadata instance created September 27, 2006 by Lyle Barbato
Record Updated:
August 17, 2016 by Lyle Barbato
Last Update
when Cataloged:
April 1, 1997
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AIP Format
T. Hein-Larkin, Ph.D. Dissertation, Kansas State University, 1997, WWW Document, (http://search.proquest.com/docview/304353324).
AJP/PRST-PER
T. Hein-Larkin, Digital video, learning styles, and student understanding of kinematics graphs, Ph.D. Dissertation, Kansas State University, 1997, <http://search.proquest.com/docview/304353324>.
APA Format
Hein-Larkin, T. (1997, April 1). Digital video, learning styles, and student understanding of kinematics graphs (Ph.D. Dissertation, Kansas State University, 1997). Retrieved December 11, 2017, from http://search.proquest.com/docview/304353324
Chicago Format
Hein-Larkin, Teresa. "Digital video, learning styles, and student understanding of kinematics graphs." Ph.D. Dissertation, Kansas State University, 1997. http://search.proquest.com/docview/304353324 (accessed 11 December 2017).
MLA Format
Hein-Larkin, Teresa. "Digital video, learning styles, and student understanding of kinematics graphs." Ph.D. Dissertation. 1 Apr. 1997. Kansas State University, 1997. 11 Dec. 2017 <http://search.proquest.com/docview/304353324>.
BibTeX Export Format
@phdthesis{ Author = "Teresa Hein-Larkin", Title = {Digital video, learning styles, and student understanding of kinematics graphs}, School = {Kansas State University}, Type = {Ph.D. Dissertation}, Month = {April}, Year = {1997} }
Refer Export Format

%A Teresa Hein-Larkin
%T Digital video, learning styles, and student understanding of kinematics graphs
%R Ph.D. Dissertation
%D April 1, 1997
%P 170
%I Kansas State University
%U http://search.proquest.com/docview/304353324
%O Physics
%O application/pdf
%O Ph.D. Dissertation

EndNote Export Format

%0 Thesis
%A Hein-Larkin, Teresa
%D April 1, 1997
%T Digital video, learning styles, and student understanding of kinematics graphs
%B Physics
%I Kansas State University
%P 170
%8 April 1, 1997
%9 Ph.D. Dissertation
%@ 9780591465129
%U http://search.proquest.com/docview/304353324


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