![]() As a result, it has been observed that the values have internal consistency with each other and are also compatible with theoretical calculations. The values obtained as a result of the applications were calculated and compared both theoretically and on simulation in different ways. In this way, both the introduction of the program and the sample application suggestion were presented. At the same time, while developing these applications, the adjustments made on the simulation and the reasons are explained in detail. A total of six different applications were carried out, one related to the subject of impulse, one related to the momentum, two related to the relationship between impulse and momentum change, and two related to momentum conservation. In this study, the Algodoo program, which can increase the efficiency of the teaching environment by ensuring active participation of students in online lessons and the applications that can be done about impulse and momentum, are explained in detail. Although this deficiency tried to be eliminated with videos and simulations, it was not possible to ensure the active participation of students in some cases. Our analysis thus provides a template for physics educators to support students' conceptual understanding of sign conventions in vector kinematics.ĭuring the periods of sudden transition to online education, the opportunity to make applications that might attract students' attention to the course has decreased even more. We also add to the description of students' experience of +/– signs in 1DK by incorporating ideas from the Variation Theory of Learning and by focusing on some of the aspects of +/– signs in 1DK that were underemphasized in the original study. However, by way of a typology of potential learning outcomes associated with +/– signs in 1DK, our review of the topic reveals that the original study's treatment misses the implications of +/– signs related to time rate of change and graphical shape. We find the original categorisation as applicable for interpreting Swedish university-level students' responses to 1DK questions. Therefore, if you want to have access to one of the best educational tools to teach physics, that at the same is a very entertaining game for children to draw and learn, download Algodoo.This article revisits and expands upon a previous phenomenographic study characterising the qualitatively different ways in which South African undergraduate physics students may experience the use of +/– signs in one-dimensional kinematics (1DK). Specially now that children have more access to computers at school.Ĭan you imagine drawing physics experiments with your fingers?īut as well as this, Algodoo has been implemented to be used with smart boards and tactile screens, in such a way that it will be possible to draw objects by simply moving your fingers. ![]() ![]() Use it in the classroomĪlgodoo hasn't only been designed to be used by children in a house, it has also been designed to be used in a classroom. And for this purpose both the graphics as well as the handling of the application make Algodoo seem like a drawing program.Īlgodoo offers us all kinds of drawing tools to create the objects, with the possibility to create almost anything that the user can imagine with a little bit of time, and furthermore, it has a tool that makes it very easy to create surfaces.Īnother interesting thing about Algodoo is the way in which it associates one object to another, because it does so by means of hinges. The basic concept behind Algodoo, the direct successor of Phun, is that children learn physics while they are having a good time. But now there is a solution that is a lot more fun to be able to learn physics, Algodoo. Both the interaction between the objects as well as the gravity that has a direct influence on them are thing that they normally find difficult to understand and assimilate. If there is a subject that that majority of children normally find difficult, that has to be physics.
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