Simpson, Gordon and Hoyles, Celia and Noss, Richard (2006) Exploring the mathematics of motion through construction and collaboration. Journal of Computer Assisted Learning, 22 (2). pp. 114-136. ISSN 0266-4909 (print); 1365-2729 (electronic)
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Abstract
In this paper we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model-based, that is, it focuses attention on the idea that students constructed their own models – in the form of programs – to formalise and thus extend their existing knowledge. In these activities, students controlled the movement of objects in a programming environment, recording the motion data and plotting corresponding position-time and velocity-time graphs. They shared their findings on a specially-designed web-based collaboration system, and posted cross-site challenges to which others could react. We present learning episodes that provide evidence of students making discoveries about the relationships between different representations of motion. We conjecture that these discoveries arose from their activity in building models of motion and their participation in classroom and online communities.
| Item Type: | Article |
|---|---|
| Additional Information: | The definitive version is available at www3.interscience.wiley.com |
| Uncontrolled Keywords: | Communication; Programming; Mathematics; Modelling; Science Learning process: Group; Individual. Level and place of learning: Secondary. Research/evaluation paradigm: Illuminative; Qualitative. Content: Kinematics; Graphs; Motion |
| Subjects: | Departments > London Knowledge Lab |
| Depositing User: | IOE Repository Editor (1) |
| Date Deposited: | 18 Mar 2010 14:41 |
| Last Modified: | 26 Jun 2012 22:27 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1763 |
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