Future Elementaty Teachers Integrating Hypertext with Hands-on Experimentation in a Design-Based Context
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA
We discuss how future elementary teachers in a physics class progress through the CoMPASS (Concept Map Project-based Activity Scaffolding System) curriculum that facilitates learning by integrating hands-on and hypertext activities in a design-based context. We report on the criteria that participants use while making design predictions, their navigation strategies on the hypertext system, and what they learn about their design task after completing the hypertext and hands-on activities.
*This research is funded in part by the U.S. Department of Education, Institute of Education Sciences Award R305A080507.
Showing posts with label Poster. Show all posts
Showing posts with label Poster. Show all posts
Tuesday, September 8, 2009
Chini, Carmichael, Rebello, Puntambekar: AAPT Summer 2009 (Poster)
Can Simulations Replace Hands-on Experiments in Mechanics Too?*
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambaker
University of Wisconsin, Madison, WI 53706; USA
It has previously been demonstrated [1] that an appropriately designed simulation can be more effective than analogous hands-on activities in the context of circuits. Circuits involve microscopic phenomenon, such as the movement of electrons, which can be modeled more clearly by a computer than real equipment. Will simulations be more effective than hands-on activities in other contexts, too? We investigated whether simulations could effectively replace hands-on experiments in a unit on inclined planes from the CoMPASS curriculum, which integrates hypertext concept maps with design-based activities [2]. Three sections of an introductory physics laboratory completed hands-on experiments, and two sections completed the same experiment in simulation. Students who used the simulations performed statistically significantly better on the post-test than students who completed the hands-on experiments.
[1] Finkelstein, N.D., et al., “When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment.” PRST-PER, 2005. 1: p. 010103.[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.
*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507.
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambaker
University of Wisconsin, Madison, WI 53706; USA
It has previously been demonstrated [1] that an appropriately designed simulation can be more effective than analogous hands-on activities in the context of circuits. Circuits involve microscopic phenomenon, such as the movement of electrons, which can be modeled more clearly by a computer than real equipment. Will simulations be more effective than hands-on activities in other contexts, too? We investigated whether simulations could effectively replace hands-on experiments in a unit on inclined planes from the CoMPASS curriculum, which integrates hypertext concept maps with design-based activities [2]. Three sections of an introductory physics laboratory completed hands-on experiments, and two sections completed the same experiment in simulation. Students who used the simulations performed statistically significantly better on the post-test than students who completed the hands-on experiments.
[1] Finkelstein, N.D., et al., “When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment.” PRST-PER, 2005. 1: p. 010103.[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.
*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507.
Friday, September 4, 2009
Matloob Haghanikar,Murphy,Zollman: PERC 2009
Protocol for Analysis of Content Questions 
Mojgan Matloob Haghanikar, Sytil Murphy and Dean Zollman
Kansas State University, Manhattan, KS, 66506;USA
As a part of a study of the science preparation of elementary school teachers, we are investigating students' abilities to apply scientific concepts to unfamiliar situations. The objective is to construct a method which will enable us to compare how students use their reasoning and their content knowledge across different disciplines. To analyze students' answers we developed a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom's taxonomy (1). In this poster we will present the structure of some content questions and the rubric. In addition we will demonstrate the method of analysis for few example questions.
Supported by National Science Foundation grant ESI-055 4594
(1) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Mojgan Matloob Haghanikar, Sytil Murphy and Dean Zollman
Kansas State University, Manhattan, KS, 66506;USA
As a part of a study of the science preparation of elementary school teachers, we are investigating students' abilities to apply scientific concepts to unfamiliar situations. The objective is to construct a method which will enable us to compare how students use their reasoning and their content knowledge across different disciplines. To analyze students' answers we developed a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom's taxonomy (1). In this poster we will present the structure of some content questions and the rubric. In addition we will demonstrate the method of analysis for few example questions.
Supported by National Science Foundation grant ESI-055 4594
(1) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Juma, Edwards, Chang, Corwin, Washburn, Rebello : AAPT - Advanced Labs Summer 2009
Measuring the speed of light in an optical fiber - Integrating Experimentation and Instrumentation
Nasser M. Juma, Anthony D. Edwards, Pi-Jung Chang, Kristan L. Corwin, Brian R. Washburn, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506 ; USA
Successful experimental physicists must understand the conceptual basis of experiments and the techniques of modern instrumentation, data collection and analysis. Through new capstone projects at Kansas State University, students in an electronics course, Physical Measurements and Instrumentation (PMI), apply their knowledge of electronics, instrumentation and LabVIEW to experiments from previous courses. This allows students to revisit the physics of earlier experiments and to solve real-world problems associated with experimental control and data acquisition. As an example, in the undergraduate Modern Physics Lab (MPL), students measure the speed of light in air with a time-of-flight measurement where pulses of ultraviolet light are reflected across the room in ~ 30 ns. Thus, measurement requires use of a fast photodiode and oscilloscope. This experiment is too fast for standard data acquisition software and hardware such as LabVIEW and NI ELVIS to be used for the measurement. As a solution, students proposed and implemented a much slower and inexpensive experiment using optical fiber. A fiber-coupled laser diode ~1300 nm (Part No. BA5979, Mitsubishi) is directly driven by circuitry on the NI ELVIS board and LabVIEW. The light is then sent through 1 km optical fiber (Corning SMF-28e) and detected by a 200 Hz Infrared Photoreceiver (New Focus, Model 2033). The time between the driving and the detected electronic pulse is determined via NI ELVIS using Virtual Instruments (LabVIEW VIs) which allows the calculation of the speed of light.
This work is supported by the U.S. National Science Foundation under grant DUE-0736897.
Nasser M. Juma, Anthony D. Edwards, Pi-Jung Chang, Kristan L. Corwin, Brian R. Washburn, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506 ; USA
Successful experimental physicists must understand the conceptual basis of experiments and the techniques of modern instrumentation, data collection and analysis. Through new capstone projects at Kansas State University, students in an electronics course, Physical Measurements and Instrumentation (PMI), apply their knowledge of electronics, instrumentation and LabVIEW to experiments from previous courses. This allows students to revisit the physics of earlier experiments and to solve real-world problems associated with experimental control and data acquisition. As an example, in the undergraduate Modern Physics Lab (MPL), students measure the speed of light in air with a time-of-flight measurement where pulses of ultraviolet light are reflected across the room in ~ 30 ns. Thus, measurement requires use of a fast photodiode and oscilloscope. This experiment is too fast for standard data acquisition software and hardware such as LabVIEW and NI ELVIS to be used for the measurement. As a solution, students proposed and implemented a much slower and inexpensive experiment using optical fiber. A fiber-coupled laser diode ~1300 nm (Part No. BA5979, Mitsubishi) is directly driven by circuitry on the NI ELVIS board and LabVIEW. The light is then sent through 1 km optical fiber (Corning SMF-28e) and detected by a 200 Hz Infrared Photoreceiver (New Focus, Model 2033). The time between the driving and the detected electronic pulse is determined via NI ELVIS using Virtual Instruments (LabVIEW VIs) which allows the calculation of the speed of light.
This work is supported by the U.S. National Science Foundation under grant DUE-0736897.
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