Evaluating the educational effectiveness of scientific visualisations in Year 11

Physics education

Evaluating the educational effectiveness of scientific visualisations in Year 11

Physics education

David Geelan – The University of Queensland

Brian Martin and Peter Mahaffy – The King’s University College, Edmonton, Canada

David Geelan – The University of Queensland

Brian Martin and Peter Mahaffy – The King’s University College, Edmonton, Canada

RationaleRationale

Scientific visualizations – visual representations of scientific data as well as of objects and interactions – are an increasingly important set of tools used by scientists in their work.

Visualizations are also increasingly being used in science teaching.

Extravagant claims (e.g. Bell, Park & Toti, 2004; Kozhevnikov & Thornton, 2006)

Encouraging results (e.g. Cifuentes & Hsieh, 2001; Dori & Belcher, 2005; Hakerem, 1993; Hinrichs, 2004; Royuk & Brooks, 2003; Williamson & Abraham, 1995)

Scientific visualizations – visual representations of scientific data as well as of objects and interactions – are an increasingly important set of tools used by scientists in their work.

Visualizations are also increasingly being used in science teaching.

Extravagant claims (e.g. Bell, Park & Toti, 2004; Kozhevnikov & Thornton, 2006)

Encouraging results (e.g. Cifuentes & Hsieh, 2001; Dori & Belcher, 2005; Hakerem, 1993; Hinrichs, 2004; Royuk & Brooks, 2003; Williamson & Abraham, 1995)

RationaleRationale

There has been little formal research work, particularly quantitative research, which specifically addresses the educational effectiveness of teaching with scientific visualisations, particularly at the secondary school level.

There has been little formal research work, particularly quantitative research, which specifically addresses the educational effectiveness of teaching with scientific visualisations, particularly at the secondary school level.

Research QuestionResearch Question Is teaching with the use of scientific visualizations more

effective than teaching without visualisations for supporting students’ conceptual development of specific concepts in Physics?

Independent variable – the teaching of the physics concepts with or without visualization.

Dependent variable – conceptual development, understood as change in conceptual understanding between pre-instruction and post-instruction situations, measured using tests based on the Force Concepts Inventory (Hestenes, Wells & Swackhamer, 1992).

Is teaching with the use of scientific visualizations more effective than teaching without visualisations for supporting students’ conceptual development of specific concepts in Physics?

Independent variable – the teaching of the physics concepts with or without visualization.

Dependent variable – conceptual development, understood as change in conceptual understanding between pre-instruction and post-instruction situations, measured using tests based on the Force Concepts Inventory (Hestenes, Wells & Swackhamer, 1992).

MethodologyMethodology

Crossover research design 10-12 Physics teachers, each with up to

25 students Each teaches one concept with

visualisations and one without Each class and teacher acts as its own

control group

Crossover research design 10-12 Physics teachers, each with up to

25 students Each teaches one concept with

visualisations and one without Each class and teacher acts as its own

control group

Sub-analyses by: gender, physics achievement level (low, medium,

high) and (possibly) learning style

Quantitative data complemented by: reflective notes from workshops classroom observations

Sub-analyses by: gender, physics achievement level (low, medium,

high) and (possibly) learning style

Quantitative data complemented by: reflective notes from workshops classroom observations

Two conceptsTwo concepts

Accelerated motion in a straight line (i.e. in 1 dimension), with particular attention to the situation where the velocity and acceleration are in opposite directions

Newton’s First Law of Motion - objects remain at rest or at constant velocity unless acted on by a force

Accelerated motion in a straight line (i.e. in 1 dimension), with particular attention to the situation where the velocity and acceleration are in opposite directions

Newton’s First Law of Motion - objects remain at rest or at constant velocity unless acted on by a force

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

Pre- and Post-testsPre- and Post-tests

Based on the Force Concepts Inventory, but extended for the first concept

12 multiple-choice items Correct scientific concept and 4 common

student misconceptions

Based on the Force Concepts Inventory, but extended for the first concept

12 multiple-choice items Correct scientific concept and 4 common

student misconceptions

Sample ItemSample ItemA boy throws a steel ball straight up.

Consider the motion of the ball only after it has left the boy’s hand but before it reaches the ground, and assume that forces exerted by the air are negligible.

A boy throws a steel ball straight up.

Consider the motion of the ball only after it has left the boy’s hand but before it reaches the ground, and assume that forces exerted by the air are negligible.

For these conditions the force(s) acting on the ball is (are):A. a downward force of gravity along with a steadily decreasing upward

force

B. a steadily decreasing upward force from the moment it leaves the boy’s hand until it reaches its highest point; on the way down there is a steadily increasing downward force of gravity as the object gets closer to the earth

C. an almost constant downward force of gravity along with an upward force that steadily decreases until the ball reaches its highest point; on the way down there is only the constant downward force of gravity

D. an almost constant downward force of gravity only

E. none of the above. The ball falls back to the ground because of its natural tendency to rest on the surface of the earth

For these conditions the force(s) acting on the ball is (are):A. a downward force of gravity along with a steadily decreasing upward

force

B. a steadily decreasing upward force from the moment it leaves the boy’s hand until it reaches its highest point; on the way down there is a steadily increasing downward force of gravity as the object gets closer to the earth

C. an almost constant downward force of gravity along with an upward force that steadily decreases until the ball reaches its highest point; on the way down there is only the constant downward force of gravity

D. an almost constant downward force of gravity only

E. none of the above. The ball falls back to the ground because of its natural tendency to rest on the surface of the earth

Results and ConclusionResults and Conclusion

Teachers recruited, three workshops, topics chosen, tests developed and tested

Due to the particular concepts chosen, data collection was postponed from 2008 to the first half of 2009

Chemistry study will also be conducted in 2009 If you want to see the results, come to AARE

2009!

Teachers recruited, three workshops, topics chosen, tests developed and tested

Due to the particular concepts chosen, data collection was postponed from 2008 to the first half of 2009

Chemistry study will also be conducted in 2009 If you want to see the results, come to AARE

2009!