Newtonovi zakoni i dijagrami sila u nastavi fizike

master's thesis

• Title (english): Newton's laws and force diagrams in physics lessons
• Author: Tamara Šumiga
• Mentor: Maja Planinić (mentor)
• Committee member: Maja Planinić (predsjednik povjerenstva)
• Committee member: Slaven Kožić (član povjerenstva)
• Committee member: Mario Basletić (član povjerenstva)
• Committee member: Vjekoslav Kovač (član povjerenstva)
• Committee member: Željko Skoko (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Mathematics); Zagreb
• Defense date and country: 2023-09-26, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Mathematics
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Physics

Abstract

Nastavnici fizike na temelju višegodišnjih istraživanja preporučuju upotrebu višestrukih reprezentacija kod poučavanja učenika apstraktnim fizikalnim sadržajima. Za razumijevanje i razvoj Newtonove mehanike jako je važna dijagramska reprezentacija, odnosno dijagrami sila. Ova studija istražuje jesu li učenici koji crtaju dijagrame sila uspješniji od učenika koji ih ne crtaju u rješavanju standardnih školskih zadataka iz fizike te kako kvaliteta učeničkih dijagrama sila utječe na uspješnost rješavanja zadataka. Studija je provedena u pet prvih razreda jedne gimnazije iz okolice Zagreba (N=111), a podaci su dobiveni iz učeničkih radova na šest zadataka otvorenoga tipa. Postojale su dvije verzije testa: u verziji A eksplicitno se tražilo od učenika crtanje dijagrama sila, a u verziji B ne. Pronađeno je da su ispitanici grupe A postigli prosječno veći broj bodova od ispitanika grupe B. Analizom po zadatcima, grupa A je postigla prosječno više bodova u sedam od osam zadataka. Također, uočeno je da su učenici, koji su crtali kvalitetne dijagrame sila, postizali veći broj bodova na A verziji testa, dok za verziju B postoji također pozitivan trend između kvalitete dijagrama i uspješnosti rješavanja, ali znatno slabiji. Nalazi istraživanja ukazuju na važnost višestrukih reprezentacija u nastavi fizike i sugeriraju nastavnicima fizike da dosljedno koriste i potiču konstrukciju dijagrama sila kao pomoćno sredstvo u primjeni Newtonovih zakona.

Abstract (english)

Physics teachers recommend use of multiple representations while teaching students abstract physical contents based on perennial research. Diagrammatic representation and free body diagrams are very important to understand and for development of Newton’s mechanics. This study researches if students who draw free body diagrams are more successful than students who don’t while solving standard school exercises in Physics, as well as how the quality of their free body diagrams affects their success on problem solving. The study was carried out among first year high school students near Zagreb (N = 111), and the data was obtained from students’ results on solving six open ended tasks. There were two exam versions: version A explicitly required drawing of free body diagrams, version B didn’t. Results showed that, on average, respondents in group A got better results than those in the group B. When analyzing results by tasks it was observed that group A scored higher than group B in seven out of eight tasks. Likewise, students who drew quality free body diagrams, got more points in the test version A, while in version B a positive, but much weaker trend between quality of the diagram and successful solving, was also observed. The results of the research indicate the importance of multiple representations in Physics lessons and suggest Physics teachers to use them consistently and encourage construction of free body diagrams as a tool in application of Newtons’ laws.

• Keywords: apstraktni fizikalni sadržaji; Newtonova mehanika; dijagrami sila
• Keywords (english): abstract physical contents; free body diagrams; Newton’s mechanics
• Language: croatian
• URN:NBN: urn:nbn:hr:217:146700
• Study programme: Title: Mathematics and Physics Education; specializations in: Mathematics and Physics Education; Course: Mathematics and Physics Education; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: sveučilišni magistar edukacije matematike i fizike (sveučilišni magistar edukacije matematike i fizike)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-02-06 12:39:40