Learning Across Sites: New tools, infrastructures and practices - Earli

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For EARLI members only. Not for onward distribution. Differences that make a difference 373 velocity and acceleration and between positive and negative velocity evolved as helpful resources. The graph matching assignments made some distinctions more useful than others and eventually, the interpretations of the graphs became very similar, with the students focusing on approximately the same things, dividing the graph into the same sections and using the same concepts. To sum up, we have illustrated: (i) how the students tried to discern what the sensor was measuring in relation to their own movement; (ii) how places in the graph indexed concrete places and movement in the room; and (iii) how the concepts the students used gradually developed over time as they became relevant for the completion of the assignments. Next, we turn to the students’ work with Graph & Tracks with the aim of showing an example of how a learning environment, which has the same goal, concerns the same content as the previous lab and includes a tool that – at least on a superficial level – has many structural similarities with probeware, could lead to very different courses of action. The second lab: Graphs & Tracks The second lab on kinematics took place about one week later. This time, the same eight groups of students were working with Graphs & Tracks, a program that was new to them. Although the purpose of this lab was the same as the previous one, there were some differences between the tasks that included probeware and the tasks afforded by the simulation. Since Graphs & Tracks is a purely virtual environment, nothing “real” outside the computer was measured. Instead, the students, in eight tasks of increasing difficulty, were supposed to arrange a symbolized track and some initial conditions in such a way that the motion of a ball corresponded to a predefined graph. For each problem, the computer presented a position- versus- time graph, a diagram of a ball on a set of tracks and a number of initial conditions (see Figure 22.3). The students could also choose to observe the corresponding velocity vs. time and acceleration vs. time graphs. In the simulation, six posts support the five segments of the track and the user can alter the height of these posts. The simulation started when “roll” was pressed at which time the ball rolled down the track and the resulting graph was generated. The general task was to arrange the track and the initial conditions in a way that made the motion of the ball correspond to the predefined graph. The evaluation was automated, and the computer displayed the message “congratulations” when the students reached the correct solution. A central idea in the design of Graphs & Tracks is the intertwinement of different representations (McDermott, 1990) since the students were supposed move between the three different graphs and, in this way, compile information about the motion of the ball. One of the easiest ways of solving the tasks is to use the position vs. time graph for the initial position, the velocity vs. time graph for the initial velocity and the acceleration vs. time graph for the slope of the track. This, however, was not a strategy used by many students. Instead, a trial- and- error approach was fostered in most groups.
For EARLI members only. Not for onward distribution. Try to reproduce the given graphs of position, velocity and acceleration Set the initial position and velocity by clicking. Adjust the tracks by dragging the mouse. Start the ball by clicking Roll. Use the menus at the top of the screen for other options, including selecting Examples and getting Help. Graphs and Tracks 1 p (cm) position velocity acceleration 500 400 300 200 100 Roll Initial position 0 100 200 300 400 500 Initial velocity – 60 – 50 – 40 – 30 – 20 – 10 0 10 20 30 40 50 60 0 t (s) 0 5 10 15 20 25 Example 3 of 8 Congratulations! You reproduced the graphs (rolling the ball only once). You may select another example from the Examples menu, or quit using the Options menu Figure 22.3 Graphs & Tracks. The position vs. time graph and the track match each other Figure 22.4 Two students interacting with Graphs & Tracks
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Foreword For EARLI members only. No
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Learning Across Sites: New tools, infrastructures and practices - Earli

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