![]() ![]() Also, a mathematical model in this sense must be distinguished from mathematical expressions interpolating experimental data. It may, however, be meaningfull to distinguish the development of a mathematical model from its use in computer simulation. Modelling and simulation are often used as synonyms. In principle, mathematical modelling of physical phenomena has been the field of theoretical physics from the very beginning of physics although the computer has increased the potentials of this method by many orders of magnitude. ![]() Furthermore, differences in the terms used in physics textbook and those used in other textbooks can also confuse students.Mathematical modelling and computer simulation of physical phenomena is a rapidly growing field of work in all areas of pure and applied sciences. Moreover, the improper expression of physical science concepts, improper choice of scientific terms, and incorrect grammatical structures, along with the use of unsuitable examples and improper model pictures can make it difficult for students to understand physics concepts. As such, it is feasible that false or inappropriate explanations in non-physics textbooks can cause student misconceptions. 01) higher than that from explanations in non-physics textbooks. The results were as follows: In both classes, the students’ level of understanding from explanations revised by physics education experts was significantly (p <. The two test tools were applied to each class, and for a fair invetigation, test(a) followed by test(b) was applied to one class, while test(b) followed by test(a) was applied to the other class. investigated student conceptions after reading explanations about physical phenomena in non-physics textbooks, while the second(b) investigated student conceptions after reading explanations revised by physics education experts about the same physical phenomena. Two classes, 39 students in each, were sampled from two middle schools in Pusan, Korea, and two kinds of test tools for investigating student conceptions were developed for the study. The purpose of the current study was to investigate the effects of explanations about physical phenomena given in non-physics textbooks on the formation of student physical conceptions. Furthermore, differences in the terms used in physics textbook and those used in other textbooks can also confuse students' learning. The results were as follows: In both classes, the students' level of understanding from explanations revised by physics education experts was significantly (p <. The first test tool(a) investigated student conceptions after reading explanations about physical phenomena in non-physics textbooks, while the second(b) investigated student conceptions after reading explanations revised by physics education experts about the same physical phenomena. ![]()
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