IMPACT OF VISUALIZATION ON TEACHING AND LEARNING PHYSICS AT SECONDARY SCHOOL LEVEL
Abstract
There involves an overt component of visualization in physics and helping students to visualize the needed areas in physics using suitable external representations is a way to strengthen students’ familiarity with the visualization aspect embedded therein. This study is a field experiment made around evaluating the effectiveness of emphasizing the visualization aspect in two secondary school physics lessons, kinematics and Newton’s laws of motion, by way of utilizing the visual mode of external representation in the form of computer aided learning materials such as suitable diagrams shown through computer screen, video clips, animations and simulations. A pre-test and post-test experimental design was used in the study by getting the participation of 184 secondary school students (grade 10) in three government schools in Sri Lanka. A physics test capable of assessing students’ attainment in visualizing the identified areas in the two lessons called Visualization Related Physics Test (VRPT) which is a lesson specific assessment tool was developed. The VRPT is a reliable instrument which showed acceptable Cronbach’s alpha value of 0.711. The experimental group has shown an overall gain of about 14% at post-test administration of VRPT compared to the pre-test administration whereas the corresponding gain in the control group was about 1%. The students’ view on the approach was evaluated using a questionnaire and their views were favorable. It is concluded in this study that emphasizing the visualization aspect at classroom teaching by paying a deliberate attention can be used as a remedial measure for improving students’ physics performance.
Article visualizations:
Keywords
Full Text:
PDFReferences
Bodner, G. M., & Domin, D. S. (2000). Mental models: The role of representations in problem solving in chemistry. Journal of Chemistry Education, 4(1), 24-30.
Buffler, A., Lubben, F., Ibrahim, B., & Pillay, S. (2008). A model-based framework for understanding the role of visualization in physics education. In Proceedings of the 16th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, Maseru, Lesotho (pp. 435-441).
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge Univ. Press.
Department of Examinations Sri Lanka. (2009). Evaluation Report, G.C.E. (O/L) Examination: 34-Science. Department of Examinations, Battaramulla, Sri Lanka
Department of Examinations Sri Lanka. (2010). Evaluation Report, G.C.E. (O/L) Examination: 34- Science. Department of Examinations, Battaramulla, Sri Lanka
Department of Examinations Sri Lanka. (2011). Evaluation Report, G.C.E. (O/L) Examination. Department of Examinations: 34-Science, Battaramulla, Sri Lanka
Department of Examinations Sri Lanka. (2012). Evaluation Report, G.C.E. (O/L) Examination: 34-Science. Department of Examinations, Battaramulla, Sri Lanka
Department of Examinations Sri Lanka. (2013). Evaluation Report, G.C.E. (O/L) Examination: 34-Science. Department of Examinations, Battaramulla, Sri Lanka
Department of Examinations Sri Lanka. (2014). Evaluation Report, G.C.E. (O/L) Examination: 34-Science. Department of Examinations, Battaramulla, Sri Lanka
Department of Examinations Sri Lanka. (2015). Evaluation Report, G.C.E. (O/L) Examination: 34-Science. Department of Examinations, Battaramulla, Sri Lanka
Evagorou, M., Erduran, S. & Mäntylä, T. (2015). The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works. International Journal of STEM Education (2015) 2:11
Gilbert, J. K. (2005). “Visualization: A Metacognitive Skill in Science and Science Education.” In Visualization in Science Education, ed J K Gilbert, 9–27. Dordrecht, Netherlands: Springer.
Gilbert, J.K. (2010). The role of visual representations in the learning and teaching of science: An introduction. Asia-Pacific Forum on Science Learning and Teaching, 11(1), Foreword.
Hand, L. L., Uttal, D. H., Marulis, L., & Newcombe, N. S. (2008). A meta-analysis of training effects on spatial skills. Paper presented at the annual meetings of the Association for Psychological Science, Chicago.
Hill, M., Sharma, M. D., O'Byrne, J., &Airey, J. (2014). Developing and evaluating a survey for representational fluency in science. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 22(6).
Johnson-Laird, P N. 1998. Imagery, Visualization, and Thinking. In Perception and Cognition at Century’s End, ed J Hochberg, 441–67. San Diego: Academic Press.
Johnstone, A. H. (1993) The Development of Chemistry Teaching A Changing Response to Changing Demand. Journal of Chemical Education, 70 (9), 701-705.
Kohl, P. B., & Finkelstein, N. D. (2005). Student representational competence and self-assessment when solving physics problems. Physical Review Special Topics-Physics Education Research, 1(1), 010104.
Kohl, P. B., & Finkelstein, N. D. (2006). Effects of representation on students solving physics problems: A fine-grained characterization. Physical review special topics-Physics education research, 2(1), 010106.
Kozhevnikov, M., Motes, M.A., & Hegarty, M. (2007). Spatial Visualization in physics problem solving. Cognitive Science, 31, 549-579.
Kozma, R., & Russell, J. (2005). Students becoming chemists: Developing representational competence. In J. K. Gilbert (Ed.), Visualization in science education (pp. 121–145). Dordrecht: Springer.
Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56, 1479-1498.doi:10.2307/1130467
Lyna & Fulmer, G.W. (2014). Secondary students’ visual-spatial ability predicts performance on the Visual-Spatial Electricity and Electromagnetism Test (VSEEMT). Science Education Review Letters,2014, 8-21. Retrieved from http://edoc.hu-berlin.de/serl
McGee, M. G. (1979). Human spatial abilities: Sources of sex differences. New York, NY: Praeger
Mnguni, L.E. (2014).The theoretical cognitive process of visualization for science education. SpringerPlus 2014, 3:184 doi:10.1186/2193-1801-3-184
National Institute of Education, Sri Lanka (2015). Grade 10 science teacher’s guide, Educational Publications Department of Sri Lanka.
Nieminen P., Savinainen A., Viiri J. (2017) Learning About Forces Using Multiple Representations. In: Treagust D., Duit R., Fischer H. (eds) Multiple Representations in Physics Education. Models and Modeling in Science Education, vol 10. Springer, Cham
Opfermann M., Schmeck A., Fischer H.E. (2017) Multiple Representations in Physics and Science Education – Why Should We Use Them?. In: Treagust D., Duit R., Fischer H. (eds) Multiple Representations in Physics Education. Models and Modeling in Science Education, vol 10. Springer, Cham
Paivio, A. (1986). Mental Representations: A Dual Coding Approach Oxford
Pallrand, G. J., & Seeber, F. (1984). Spatial ability and achievement in introductory physics. Journal of Research in Science Teaching, 21(5), 507-516.
Piaget, J., & Inhelder, B. (1956). The child's concept of space. Routledge & Paul
Piaget, J., & Inhelder, B. (1967). The Child's conception of space, W. W. Norton and Company, Inc: New York.
Pylyshyn, Z. W. 2003. Seeing and Visualizing: It’s Not What You Think. Cambridge, Mass: MIT Press.
Rapp, D. N., & Kurby, C. A. (2008). The ‘ins’ and ‘outs’ of learning: Internal representations and external visualizations. In J. Gilbert, M. Reiner & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (3 ed., pp. 29-52): Springer Netherlands.
Reiner, M. (2008). Seeing through touch: The role of haptic information in visualization. In J. Gilbert, M. Reiner & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (3 ed., pp. 73-84): Springer Netherlands.
Sadoski, M, and A Paivio. 2001. Imagery and Text: A Dual Coding Theory of Reading and Writing. Mahwah, NJ: Erlbaum.
Santrock, J.W. (2009). Educational psychology (4thed.). McGraw-Hill: NY
Sekaran, U. & Bougie, R. (2013), Research Methods for Business – A Skill Building Approach (6th ed.), John Wiley & Sons Inc, U.K
Shea, D. L., Lubinksi, D., & Benbow, C. P. (2001). Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study. Journal of Educational Psychology, 93, 604-614. doi:10.1037//0022-0663.93.3.604.
Shu-Nu, C.-R., & Yao, B. J. (2014). Visualization in research and science teachers’ professional development. Asia-Pacific Forum on Science Learning and Teaching (Vol. 15). Hong Kong Institute of Education. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43044
Sorby, S. A. (2000). Spatial abilities and their relationship to effective learning of 3-D solid modeling software. Engineering Design Graphics Journal, 64(3), 30-35.
Sorby, S. A., & Baartmans, B. J. (2000). The development and assessment of a course for enhancing the 3-D spatial visualization skills of first year engineering students. Journal of Engineering Education, 89(3), 301-307.
Stieff, M. (2011). Improving representational competence using molecular simulations embedded in inquiry activities. Journal of Research in Science Teaching, 48(10), 1137–1158.
Uttal, D. H., & O'Doherty, K. (2008). Comprehending and Learning from 'Visualizations': A Developmental Perspective: Models and Modeling in Science Education. In J. K. Gilbert, M. Reiner, & M. Nekhleh (Eds.), Visualization: Theory and practice in science education: Models and Modeling in Science Education. New York: Springer.
Uttal, D.H. & Cohen, C.A. (2012). Spatial thinking and STEM education: When, why, and how? , Psychology of Learning and Motivation, 57,147-181. DOI: 10.1016/B978-0-12-394293-7.00004-2
Vavra, K.L., Janjic-Watrich, V., Loerke, K., Phillips, L.M., Norris, S.P., &Macnab, J. (2011). Visualization in Science Education. Alberta Science Education Journal, 41(1), 22-30.
Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817.
Wiley, S. E. (1990). A hierarchy of visual learning. Engineering Design Graphics Journal, 54(3), 30-35.
Wong C.L., Chu HE. (2017) The Conceptual Elements of Multiple Representations: A Study of Textbooks’ Representations of Electric Current. In: Treagust D., Duit R., Fischer H. (eds) Multiple Representations in Physics Education. Models and Modeling in Science Education, vol 10. Springer, Cham
Yeo, J., & Gilbert, J. K. (2017). The Role of Representations in Students’ Explanations of Four Phenomena in Physics: Dynamics, Thermal Physics, Electromagnetic Induction and Superposition. In Multiple Representations in Physics Education (pp. 255-287). Springer, Cham.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.1621
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Madawala Liyanage Shanaka Piyatissa, Md Gapar Md Johar, Arun Kumar Tarofder
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
