(letterlijk) Real-time kinematical analysis of physical phenomenon is the graphing of displacement, velocity, and acceleration versus time data simultaneously with the motion of the object. Brasell (1987) found that students using real-time analysis with microcomputer-based laboratory (MBL) tools significantly improved their kinematics graphing skills as compared to students using delayed-time graphing (kinematics graphs produced after the motion of the object).
However, Beichner (1990), using computer reanimation of videotaped images, found no difference in student learning between the simultaneous-time (kinematics graphs produced simultaneously with the motion of the image of the object, such as a video-recorded image or a computer re-animated image) and the delayed-time treatments. This investigation considers student analysis of videodisc recorded images, with treatments over an extended time. Using quantitative, qualitative and retention data, we find no significant learning difference between using simultaneous-time and delayed-time analysis for student understanding of kinematics graphs. However, the results imply that simultaneous-time analysis may have advantages in some areas.
Interessant vanwege opmerkingen over problemen van leerlingen. Wij zoeken de oplossing elders, meer in een andere opbouw van de leergang m.b.v. discrete grafieken, dan in het gebruik van MBL opdat leerlingen de continue grafieken beter begrijpen.
Physics Education Group at the University of Washington has completed a number of studies in the area of kinematics. For example, based on student pencil/paper constructed graphs and from narrative information, See McDermott, L. C., Rosenquist, M. L., & van Zee, E. H. (1987) categorized ten difficulties students had in the graphing of kinematics data.
One goal of physics instruction is to develop curricula that will overcome these commonly recognizable misconceptions. One problem is that students do not connect the physics of motion with their everyday experiences.
For example, students have a cognitive difficulty with the physics concept of negative velocity, in part because a speedometer only gives them a "positive" sense of velocity. When the physics teacher insists that 20 m/s east is a positive velocity and 20 m/s west is a negative velocity, the student is confused. Goldberg and Anderson (1987) speculate that students believe negative means "a lesser quantity" or "losing something" (p. 258). Thus, students have difficulty with the vector nature of physical quantities.