Abstract
The objective of learning kinematics is to help students understand how scientists describe the real world with mathematical symbols. However, after learning kinematics many students are still unable to convert the equations, kinematic graphs, and motion diagrams into real motion. This study focuses on students’ cognitive ability of qualitative analysis with equations (QAE). QAE in kinematics emphasizes the conversion of equations and kinematic graphs into real motion without numerical calculation. The instructional design with computer microworld creates an exploring environment which allows students to analyze and explain various situations and evaluate their understanding of the kinematic symbols. The learning activities are composed of two parts. The first part helps students relate the various symbol systems to the real motion. The second part helps students develop the cognitive ability to convert conceptually among the various systems through the corresponding motions without calculation. The subjects are freshman physics majors. The effects of prior physics ability, prior mathematics ability, numerical problem solving ability, and instructional method on qualitative symbol converting ability are analyzed by ANOVA. The results show that most students are able to convert among various symbol systems with the understanding of basic definitions, regardless of their prior high school physics and mathematics abilities.
| Keywords: | computer assisted instruction; graph; kinematics; physics education; qualitative analysis on equations |
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