Use of the TRAC PAC as a microcomputer-based laboratory (MBL) tool for addressing misconceptions in kinematics and kinematic graphs held by secondary school learners

[摘要] ENGLISH ABSTRACT:This study investigated the impact that use of a microcomputer-basedlaboratory (MBL), in this case the TRAC PAC and associated software, hadon student understanding in relation to common 'alternative learner ideas'and difficulties related to kinematics and kinematic graphs.It was carried out in the South African context, and focussed on subjectmatter that learners are expected to work with in preparation for the SeniorCertificate South African examination. Twenty Grade 12 learners from fourdifferent schools participated in the study.Three key questions were investigated:1. What conceptual difficulties do learners in this context experience inrelation to kinematics and kinematic graphs?2. Does use of the TRAC PAC as a microcomputer-based laboratorycontribute to learner understanding of graphs of motion and relatedconcepts?3. If learning is enhanced using the TRAC PAC, what are some of the 'waysof learning' evident as learners participated in the MBL programme?To answer these questions, the study employed both an empirical quantitativedimension and an ethnographic qualitative dimension.The empirical study involved the use of pre- and post-questionnaires whichwere administered before and after learners participated in a TRAC PACbasedlearning programme comprising of six 3-hour learning activitiesconducted over three days. Overall learner performance on thequestionnaires, as well as responses to individual questions, were analysedstatistically, as well as through use of an 'item and matrix' analysistechnique described by Svec (1999). Chapter 8 of this document reports onthis component of the study. The ethnographic component of the study made use of observational data, andtranscripts of video and audio recordings of learners as they participated inthe learning activities. The data gathered using these techniques was analysedlargely through use of a 'verbal analysis' technique described by Chi (1997).Chapter 9 of this document reports on this component of the study.In relation to Research Question 1, the main findings of the study were:• A literature review highlighted common 'alternative learner ideas'identified by other researchers, and these allowed me to group them intofour main areas. These are described in Chapter 4 of this report.• The analysis of the questionnaires highlighted 'alternative learner ideas'that the group of learners who participated in this project held. These aredescribed in Chapter 8 of this report.• The analysis of the video and audio transcripts also allowed for theidentification of 'alternative learner ideas' held by this group of learners.These are described in Chapter 9 of this report.There was a high degree of commonality between the 'alternative learnerideas' identified through use of these three different sources.Research Question 2 was answered mainly through the empirical studydescribed in Chapter 8 of this report. It was found that the MBL experiencegenerally resulted in an improvement in learner understanding in this area ofkinematics and kinematic graphs. More detailed statistical and 'item andmatrix' analyses showed that the impact on learner understanding was betterin certain areas than in others.The ethnographic study described in Chapter 9 contributed to answeri The degree of learner involvement in learning activities seemed to impacton the effectiveness of the programme. Possible factors impacting oninvolvement were identified .• 'Alternative learner ideas' were made visible in the context of'argumentation episodes' and 'discussion and explanation episodes'.Consequently, these formed the contexts in which shifts in understandingwere most likely to take place. Key learner behaviours and skillsnecessary for participation in these episodes are identified, and linked tosuccess and non-success on the programme.Recommendations arrsmg from findings m the study are described mChapters 8, 9 and 10of this report.

[发布机构] Stellenbosch University