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Influence of interactive videodisc instruction using simultaneous‐time analysis on kinematics graphing skills of high school physics students
Author(s) -
Brungardt John B.,
Zollman Dean
Publication year - 1995
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660320808
Subject(s) - kinematics , motion (physics) , acceleration , motion analysis , computer science , microcomputer , object (grammar) , physics education , displacement (psychology) , computer graphics (images) , mathematics education , artificial intelligence , computer vision , simulation , mathematics , psychology , physics , telecommunications , chip , classical mechanics , psychotherapist
Real‐time kinematical analysis of physical phenomenon is the graphing of displacement, velocity, and acceleration versus time data simultaneously with the motion of the object. Brasell (1987) found that students using real‐time analysis with microcomputer‐based laboratory tools significantly improved their kinematics graphing skills as compared to students using delayed‐time graphing (kinematics graphs produced after the motion of the object). However, using computer reanimation of videotaped images, Beichner (1990) found no difference in student learning between the simultaneous‐time (kinematics graphs produced simultaneously with the motion of the image of the object, such as a video‐recorded image or a computer reanimated image) and the delayed‐time treatments. This investigation considers student analysis of videodisc‐recorded images, with treatments over an extended time. Using quantitative, qualitative, and retention data, we found no significant learning difference between using simultaneous‐time and delayed‐time analysis for student understanding of kinematics graphs. However, the results imply that simultaneous‐time analysis may have advantages in some areas.