文章基本信息

标题：Generalizing a categorization of students’ interpretations of linear kinematics graphs
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作者：Laurens Bollen ; Mieke De Cock ; Kristina Zuza 等
期刊名称：Physical Review ST Physics Education Research
电子版ISSN：1554-9178
出版年度：2016
卷号：12
期号：1
页码：1-10
DOI：10.1103/PhysRevPhysEducRes.12.010108
出版社：American Physical Society
摘要：We have investigated whether and how a categorization of responses to questions on linear distance-time graphs, based on a study of Irish students enrolled in an algebra-based course, could be adopted and adapted to responses from students enrolled in calculus-based physics courses at universities in Flanders, Belgium (KU Leuven) and the Basque Country, Spain (University of the Basque Country). We discuss how we adapted the categorization to accommodate a much more diverse student cohort and explain how the prior knowledge of students may account for many differences in the prevalence of approaches and success rates. Although calculus-based physics students make fewer mistakes than algebra-based physics students, they encounter similar difficulties that are often related to incorrectly dividing two coordinates. We verified that a qualitative understanding of kinematics is an important but not sufficient condition for students to determine a correct value for the speed. When comparing responses to questions on linear distance-time graphs with responses to isomorphic questions on linear water level versus time graphs, we observed that the context of a question influences the approach students use. Neither qualitative understanding nor an ability to find the slope of a context-free graph proved to be a reliable predictor for the approach students use when they determine the instantaneous speed.