Effect of computer-simulated teaching tools on Rwandan senior four students’ understanding of graphs of projectile motion (original) (raw)
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Effectiveness of Validated Teaching-Learning Package in Projectile Motion for Grade 9 Science
Journal of Science and Science Education, 2020
This study tested the validity and effectiveness of the developed Teaching- Learning Package in Projectile Motion for Grade 9 Science. A Teacher's Guide, a Learner's Module, and a Computer- Aided Instructional (CAI) tool comprised the package. The CAI tool composed of interactive simulations was developed using Adobe Flash Professional CC 2015 software and Small Basic and utilized the Microsoft PowerPoint 2016 as the overall platform. Research and Development design was employed in the study. The assessment of the package was done in five categories: (1) objectives, (2) contents of the Teacher's Guide and Learner's Module; (3) content quality, (4) instructional quality, and (5) technical quality of CAI tool by the five Physics and two ICT teachers. General average ratings of 3.58 and 4.41 were obtained from the assessment of the modules and CAI tool, respectively. Thus, teaching materials possess very good qualities. It is observed that the improvement of s...
The first aim of this study is to provide a teaching material to develop students' thinking skills. There are many kinds of experiment in physics lesson. In this paper authors just focus how to develop an experimental design based on projectile motion and how to explore the students’ creative and critical thinking through projectile motion experiment. This lab for projectile motions will be investigating the properties of the x displacement of a projectile. Practical knowledge and school knowledge are becoming mutually exclusive; many students see little connection between what they learn in the science classroom with real life. Students should be able to apply what they learn in school to the various situations in real-life. So that, authors second purpose of this paper is to design an experiment that can integrate the students’ understanding in the classroom with the application in the real life. To realize this second purpose, the 5 E teaching-model will be conducted to the projectile motion experiment. In the projectile motion experiment, students will be taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations and discussions. So the final of these exercises are designed to encourage students to see that their critical and creative thinking skills through 5 E model-teaching in the projectile motion experiment
JIPF (Jurnal Ilmu Pendidikan Fisika)
Remote learning has reformed the normal tradition of physics instruction in the existence of COVID-19 pandemic. The previous documentation of student’s misconception is mostly discovered in the normal condition of physics instruction. Regarding to the pandemic outbreak is necessary since distance learning routines have absolutely influence the physics education outcomes all over the world. To explore the issues, this quantitative study has descriptively identified students' misconception on projectile motion in the frame of graphic and figural representations. The six items of Busyairi and Zuhdi’s three tier test were administered to the 76 students in a Javanese public high school, Indonesia. Overall, the Arslan, Cigdemolu, & Moseley’s categorical framework classified that the whole participants still congregate in the misconception’s groups on projectile motion. The lack of students’ representation on projectile motion might be magnified by the pandemic restrictions in providi...
JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), 2020
The main problem of this study is that students who are not able to gain the minimum score were not given remedial teaching and learning that were adjusted to their learning style. This study aimed to determine the effect, improvement, and effectiveness of the use of projectile motion props in remedial teaching on kinesthetic style students learning outcomes and students' response to the use of the props. The research method used in this study was a quasi-experiment with nonequivalent control group design. Hypothesis test results of the post-test results with the Mann-Whitney U test at the confidence level of 95% (α = 0.05) obtained the significance value (2-tailed) that was 0.000. Alternative research hypotheses (H1) were accepted (there were effects of projectile motion props on remedial teaching on kinesthetic style student learning outcomes). The kinesthetic style student in the experimental group successfully gained 0.64 (middle category) in their learning outcomes, and the controlled group students gained less only 0.31 (middle category) in their learning outcomes. In the cognitive domain of C2 (understanding), the experimental group students experienced the highest increase, which was 0.72, while the controlled group gained only 0.50. The effectiveness of remedial teaching in the experimental group was very effective (80%); meanwhile, in the controlled group, it showed ineffectiveness (28%). Students of kinesthetic style's response are very good (81%) on the use of projectile motion props.