Use of Smartphones in High School Physics Teaching to Improve Learning and Motivation

Transcription

1 Use of Teacing to Improve Learning and otivation anuel Á. González, Inés Ruiz, uel Á. González & Alfonso Gómez ttp://apprendiendofisica.blogspot.com.es University of Valladolid (Spain) GIREP-ICPE-EPEC 2017 Dublin (Ireland), July

2 Outline 1 Introduction 2 Work it H Scool Students 3 Work it H Scool Teacers

3 Introduction Sortage of STE students? Different factors influence te coice of science subjects: socioeconomic, person of influence, teacing quality, careers,... Intrinsic factors seem to dominate over oter factors: student s interest in a subject, teir performance in it and te need for coosing subjects tat ill be useful in teir careers Improving student s attitude toards pysics ill imply making tem interesting. Wust also searc for tools to improve students results. 3 / 19

4 Introduction In tis ork e ant to study te influence of using mobile devices in tecing pysics. Tesobile devices are ric in built-in sensors tat can be used in pysics experiments. Ho does students and teacers see te use of tese devices to learn pysics? Difficulties, advantages and disadvantages? 4 / 19

5 Introduction Here e so preliminary results of our ork it: Students: (16 years old) in a normal baccalaureate. Sort talks and autonomous ork. Students: (17 years old) in a STE reinforced baccalaureate. Guided ork, discussions, autonomous ork. Teacers: Sort talks and survey. Teacers: Talks, guided ork, discussions, ork it students, surveys. 5 / 19

6 Students: Normal Baccalaureate Experiment it 22 students: 16 years old, 13 boys and 9 girls Survey Talk it demostrations Students ork in groups (to eeks) it some assistance 6 / 19

7 Students: Normal Baccalaureate, survey Experiment it 22 students: 16 years old, 13 boys and 9 girls Classroom: searc for information, use of some apps. Outside: searc for information. Sensors: sport measurements % of total No Yes Us e of Us Do eo fs sm art p ma rtp on ei nt e Us yo uk no o ne ou ss roo m? fs it en s ors as s tsi cla eo de te cla s en so rs? sro om? to me as ure p ys ica ld ata? 7 / 19

8 Students: Normal Baccalaureate, experiments Experiment it 22 students: 16 years old, 13 boys and 9 girls Results 17 students orked it te smartpone (8 boys and 9 girls) Groups of 2 to 4 students easurements: acceleration in an elevator, circular movement, pendulum, parabolic movement. In general, te students ork sould ave required more supervision to elp tem obtain more complete results. Te use of te smartpones motivated tose students tat erore interested in pysics, ile te rest tended to do tinimum required. Wat could e ave obtined if e ould ave donore experiments once tey learned te tecnique and at e expected? 8 / 19

9 Students: Scientific Baccalaureate, structure Work already developed for tree running years (2014/15, 2015/16, 2016/17). Structure: Approximately 15 to-our sessions, nearly alf of tem face-to-face and te oter of autonomous ork: Supervised: 1 Explanations of te experimental tecnique and tools Supervised: 2-3 Supervised lab ork it smartpones Autonomous: Several sessions performing experiments proposed by us Supervised: 2-3 Sessions for discussing results and improving te analysis Autonomous: Experiments along students every-day activities Final riting of a report describing all te experiments and discussing teir results 9 / 19

10 Students: Scientific Baccalaureate, examples 10 / 19

11 Teacers: Talks describing te use of smartpones Talks including: importance of active learning, description of smartpone sensors, use of apps to acquire data, discussions on te teacing use of te smartpone and examples of simple experiments: analysis of an elevator movement uniformly accelerated motion circular motion, centripetal acceleration measurement of gravity acceleration (fall) simple pendulum magnetic field due to conductors Doppler effect / 19

12 Teacers: Talks describing te use of smartpones, survey % of total Survey: 19 teacers of 5 different scools H edium-h edium edium- Ut E P P E I I I I I I ility mpro mpro ore ore ncre ncre ncre ncre asy oss oss stim for ves vin dyn par ase ase ase ase for ible ible ate g s s s lea as u am tici in in co s co te use use d fr e rni sim nde ica pat ter ter lla lla stu o ng ila rs l a ive ac es bo bo de uts in cl quen tio tan nd lec tion t in rati rati nts ide ass cy n o din in tu te p ve ve t e room of u f k g tere res ac ysi o o se cla no sti er- cs rk i rk o ss le ng stu mo n t ut roo dg lec s t d i i e m v d en at c e tur t ion las e te es sro c om las sro o m 12 / 19

13 Teacers: Talks, lab ork and ork it students 13 teacers from 11 different scools Four to-our sessions: 1st session: Teoretical fundamentals and demostrations of simple experiments One eek gap for personal ork 2nd session: Teacers practical ork it smarpones and discussion of teir personal ork One eek gap for personal ork 3rd session: Teacers practical ork it smarpones and discussion of teir personal ork Tree eeks gap for ork it students 4rd session: Discussion of teir ork it students 13 / 19

14 Teacers: Talks, lab ork and ork it students 13 teacers from 11 different scools: Initial survey % of total H edium-h edium edium Do Inc o o Im pro pro rea re re pa dy vin ve se na sa rtic gu si mi nte ss i rtp p n ati ca de im te o rac ve la rst ila ne tio sm n tio an lec di nt in n art d tur nte ing ea tea of p es res c kn c on ero ing tin e stu led gl as ec de ge se tur nt ns e s ors? Im Us yo eo uk no fs ma 14 / 19

15 Teacers: Talks, lab ork and ork it students 13 teacers from 11 different scools: Final survey % of total H edium-h edium edium Inc Inc o o rea rea re re pa dy se se na rtic gu si s co mi nte ss i p n lla ati ca de im rac bo ve la rst ila tio r nd tio an ati l e nt c no din ve int t u ea r ere fk g o es c no rk sti erle ng in stu t dg lec e de e tur cla nt es ss roo m Im Im pro ve sa pro vin 15 / 19

16 Teacers: Talks, lab ork and ork it students 13 teacers from 11 different scools: Comparison 100 % of total iu ed - iu ed - iu ed - iu ed - diu e Improves assimilation Initial Final Improves understanding Initial Final ore dynamical lectures Initial Final ore participative lectures Initial Final Increases communication teacer-students Initial Final 16 / 19

17 Teacers: Talks, lab ork and ork it students 167 students of 7 different scools ( y.o., y.o.) 100 % of total iu ed - iu ed - iu ed - iu ed - diu e Do you use smartpone Is tis a more attractive in classroom to learn? learning tecnique? Do you ant more activities like tis? Is it easy to use te Help understanding smartpone in experiments? pysical concepts? / 19

18 Conclusions: Conclusions: Students and teacers are interested in tis tecnique Teacers: tis tecnique allo more participative learning and increases students interest Teacers: difficulties due to rong use of te smartpones and er amount of ork Te students ork it te smartpone gives good results if te students are guided and supervised. Te only use of te smartpone does not producagical results Next ork: ore students and more teacers Quantitativeasurement of learning results 18 / 19

19 Use of Teacing to Improve Learning and otivation anuel Á. González, Inés Ruiz, uel Á. González & Alfonso Gómez ttp://apprendiendofisica.blogspot.com.es University of Valladolid (Spain) GIREP-ICPE-EPEC 2017 Dublin (Ireland), July