![]() ![]() The findings of this study are diagnostic and they assist module designers in determining conceptual difficulties students face in projectile motion. The ANOVA-test showed that the PhET groups achieved significantly higher scores on the post-test than phenomenon-based experiential learning groups. The results denoted that PhET simulation outperformed phenomenon-based experiential learning in improving students’ conceptual understanding of the integration of motion along independent axes in projectile motion. A reliability coefficient of 0.72 was established using the Kuderson–Richardson correlation moment coefficient. A self-developed and piloted Projectile Motion Conceptual Test and semi-structured interviews with 12 students from across the performance spectrum were used for data collection. The study adopted an experimental, mixed-method research design. A purposive sample consisted of 154 first-year physics students at a public university in South Africa. phenomenon-based experiential learning, on students’ conceptual understanding of the integration of motion along two independent axes among first-year physics students. ![]() projectile motion Physics Education Technology (PhET) simulation vs. The present study compared the effects of two instructional approaches, i.e. To follow the lessons and generate conceptual understanding in two-dimensional projectile motion, students need to connect the concepts developed in the last three years of high school. In contrast to high school, projectile motion frequently makes use of components and it requires at least a basic understanding of trigonometry concepts. (c) The velocity in the vertical direction begins to decrease as the object rises at its highest point, the vertical velocity is zero. (b) The horizontal motion is simple, because a x 0 a x 0 and v x v x is thus constant. The SI unit for frequency is Hertz (Hz) which is number of oscillations per second.Research in the past decades has repeatedly revealed that first year university students struggle to understand two-dimensional projectile motion concepts. Figure 3.35 (a) We analyze two-dimensional projectile motion by breaking it into two independent one-dimensional motions along the vertical and horizontal axes. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |