This study seeks to extend the work done by Brasell and Beichner on the effect of the Microcomputer-Based Laboratory (MBL) on the quality of instruction in kinematics.
In this thesis, we investigate the idea that the automatic graphing process involved in a typical kinematics MBL has a black box effect on student understanding. In order to make students focus on the values that create the graph, a group of students first experienced kinematic graphs by drawing by hand before performing the MBL as normal. After testing this treatment with 246 students (141 received treatment, 105 were kept as a control), the results showed that there was a slightly positive but insignificant difference in gains between the two groups (p = 0.362), as measured by Beichner's Test for Understanding Graphs in Kinematics (TUG-K).
|Commitee:||Henriques, Laura, Kwon, Chuhee|
|School:||California State University, Long Beach|
|Department:||Physics and Astronomy|
|School Location:||United States -- California|
|Source:||MAI 53/06M(E), Masters Abstracts International|
|Subjects:||Physics, Science education|
|Keywords:||Kinematics, Microcomputer-Based Laboratory|
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