Physics by Inquiry With Simulations Design For Learning

3rd International Conference on Teaching and Learning with Technology, iCTLT 27-30 March 2012, Singapore
Physics by Inquiry with Simulations Design for Learning

Loo Kang WEE , Tat Leong LEE & Jimmy GOH MOEHQ-ETD River Valley HS, Yishun JC
1. Overview
Problem
The learning of Physics is abstract (Duit, Niedderer, & Schecker, 2007; McDermott & Redish, 1999) in the absence of first person experience Some physics concepts are difficult to access and understand
Collision carts
( 1 to 2 student(s) to one setup)
Gravitational field
(invisible, difficult to visualize & huge scale )
1B. Rationale for collaborative inquiry

Literature Review
Scholarly Internet resources
Network reflected together
Open Source Physics (OSP) Community NTNUJAVA Virtual Physics Laboratory OSP Digital Library Schools network
Education Technology Division River Valley High School Yishun Junior College
2. Background of project
Studied knowledge from theory & best practices Easy Java Simulations (Esquembre, 2011) NTNU Virtual Physics Laboratory (Hwang, 2011) Open Source Physics (OSP) (Christian, 2011) The Physics Education Technology (PhET) project at the University of Colorado at Boulder, USA (PhET, 2011)
2B. Method of inquiry (timeline)

09 10
Refine R&D
2008
R&D @ NTNU
11
12
Pilot Intervention RVHS RVHS ICT Journal, connection accepted
R&D @NTNU / OSP
Intervention YJC ICT connection
2B. Method of inquiry (timeline)
2008
09
10
11
Intervention YJC ICT
12
R&D @NTNU / OSP
connection
2B. Method of inquiry (case study)

RVHS collision simulation
Pilot study Intervention 3 teachers 6 teachers 100+ 214 students students Surveys Performance Discussions/Interviews
YJC gravity simulations
Intervention 1 teacher 22 students

Surveys Performance Discussions/Interviews
2B. Method of inquiry (framework)
Social Discourse facilitated by skilled teacher/ researcher
Perform task + pre/post test + Survey / interview s Simulations as experiential environment
Guided inquiry worksheets
theoretical framework on physics learning with simulation to examine practice critically
3. Value of critical inquiry

Can student gain first person experience and pick up or understand the following concepts through questions on the data collected through laboratory?
"Principle of conservation of linear momentum" Total momentum is constant Total change in momentum of system is zero Characteristics of different type of collisions KE total is constant - elastic Relative speeds are equal elastic

Data collection

Spot discrepancies in data collected Students engage in selfrationalisation Teachable moments

Can student gain first person experience and pick up or understand the following concepts through questions on the data collected through tutorials?
Gravitational field strength and potential; Escape velocity; Geostationary orbit; Keplers 3rd law.

To understand the concepts of gravitational field strength and potential

To understand escape velocity
Moon
Earth

To understand Geostationary orbit
Mode 6
Mode 7

To understand Keplers 3rd law
4. Findings RVHS (Student learning survey)

Survey results for a 1 hour 40 minutes hands-on lesson with guided inquiry worksheets (N = 64)
4. Findings RVHS (Student learning survey)

Survey results for a 1 hour 40 minutes hands-on lesson with guided inquiry worksheets (N = 64)
4. Findings YJC (Student learning -survey)

1 Very 2 much (%) 3 4 5 Very
little
(%)
1 1. I enjoyed learning about physics through this lesson 2. To what extent did the lesson meet schools, teachers and pupils needs 3-5 How much did this lesson allow for self-directed learning? 6-7 CoL1. How much did this lesson allow for 1. Effective Group Processes collaborative learning?
30 15 22 7.5
40 60 35 57.5
20 15 32 27.5
10 10 10 7.5
0 0 0 0
Survey results for a 4 hour of hands-on tutorial + home access lesson (N = 20)
4. Findings YJC (Student learning survey)

4. Findings (Student Thinking)

Appreciative / Thankful learners Need for strong inquiry learning activities Active learning can be Fun Need experience to understand Simulation can support inquiry learning and thinking like real scientist 6) Need for testing & well designed simulation
1) 2) 3) 4) 5)
4. Findings (Student Thinking)

1. Appreciative / Thankful Learners 2. WorksheetDesign & More interesting tasks/questions 3. Improved visualization (2D, 3D and cannot see in real life) & Scientific view 4. Self directed, Fun, beyond syllabus & pace
4.

Findings (Coherent understanding)
2+ minute video (play 0.57 to 3.17) RVHS students
10 minutes to explore the simulations http://weelookang.blogspot.com/2010/06/ejs-open-source-java-applet-1d.h http://weelookang.blogspot.com/2011/06/ejs-open-source-kepler-3rd-law-s http://weelookang.blogspot.com/2010/08/ejs-open-source-gravitational-fie http://weelookang.blogspot.com/2010/08/ejs-open-source-gravitational-fie http://weelookang.blogspot.com/2010/07/ejs-open-source-geostationary-s
Click on Add a comment on each page.
4. Findings (Teachers reflection )

Data-logging (very very expensive) setup and implementation conflicting and non-conclusive at times EJS created simulation Customisable student's experiences Guided inquiry around sim is now possible Opportunity to make mistakes and engage in self-monitoring through CoL Integrated to practical period otherwise used for demo of collision!
4. Findings (Teachers reflection )

Help students visualise the effect of gravitation, motion of satellite, etc. Manipulation of parameters allow independent learning outside curriculum time Cooperative learning during classroom discussion. However, teacher needs curriculum time at the initial stage to guide student on the applets. Some students are not serious about
4B. Learning Points (Interactions)
Social Discourse facilitated by skilled teacher/ researcher
Perform task + pre/post test + Survey / interview s Simulations as experiential environment
Guided inquiry worksheets
theoretical framework on physics learning with simulation to examine practice critically
4B. Learning Points (New ways)
Potential for interactive curricula is tremendous Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source co . 2 case studies (curriculum innovation ($, Experience) ) Laboratory and Tutorial Working with Master teacher 2 blended exemplar AC generator & bouncing ball (simulation and tracker) Hope to work with Curriculum officer, and more school(s).
4B. Learning Points (New thinking)

Talk to us and network learn with us !
eduLab-003 Java Simulation Design for Teaching and (RVHS-YJC-SRJC-IJC-AJC research funded by MOE 2012-2013) All the worksheets (ICT connection) and simulations (NTNU java forum) are downloadable license under creative commons attribution http://weelookang.blogspot.com/ http://leetl.wordpress.com/
6. buy-in (New networks)
7. Value of Network Learning (past event)
Wee L.K. Lee T.L. Jimmy Goh (2011, 10 November) Physics by Inquiry with Simulations Design for Learni @The Academy Symposium, Academy of Singapore Teachers, Singapore Jimmy Goh, Tan HK, Wee LK (2012, 18 Jan) Promoting independent learning in the topic of Gravit @4th IPSG Anderson Junior College, Singapore Wee L.K. Lee T.L. Jimmy Goh (2012, 27-30 March) Physics by Inquiry with Simulations @3rd International Conference on Teaching and Learning with Technology, iCTLT 2012, Singapore

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3rd International Conference on Teaching and Learning with Technology, iCTLT 27-30 March 2012, Singapore

Physics by Inquiry with Simulations Design for Learning

1B. Rationale for collaborative inquiry

Network reflected together

2B. Method of inquiry (timeline)

Pilot Intervention RVHS RVHS ICT Journal, connection accepted

R&D @NTNU / OSP

Intervention YJC ICT connection

2B. Method of inquiry (timeline)

R&D @NTNU / OSP

2B. Method of inquiry (case study)

YJC gravity simulations

Intervention 1 teacher 22 students

2B. Method of inquiry (framework)

Social Discourse facilitated by skilled teacher/ researcher

Perform task + pre/post test + Survey / interview s Simulations as experiential environment

Guided inquiry worksheets

theoretical framework on physics learning with simulation to examine practice critically

3. Value of critical inquiry

3. Value of critical inquiry

3. Value of critical inquiry

3. Value of critical inquiry

3. Value of critical inquiry

3. Value of critical inquiry

3. Value of critical inquiry

3. Value of critical inquiry

3. Value of critical inquiry

4. Findings RVHS (Student learning survey)

4. Findings RVHS (Student learning survey)

4. Findings YJC (Student learning -survey)

4. Findings YJC (Student learning survey)

4. Findings YJC (Student learning survey)

4. Findings YJC (Student learning survey)

4. Findings (Student Thinking)

4. Findings (Student Thinking)

Findings (Coherent understanding)

2+ minute video (play 0.57 to 3.17) RVHS students

Click on Add a comment on each page.

4. Findings (Teachers reflection )

4. Findings (Teachers reflection )

4B. Learning Points (Interactions)

Social Discourse facilitated by skilled teacher/ researcher

Perform task + pre/post test + Survey / interview s Simulations as experiential environment

Guided inquiry worksheets

theoretical framework on physics learning with simulation to examine practice critically

4B. Learning Points (New ways)

4B. Learning Points (New thinking)

6. buy-in (New networks)

7. Value of Network Learning (past event)

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