Students’ Understanding of Calculus Based Kinematics and the Arguments They Generated for Problem Solving: The Case of Understanding Physics

Year 2019, Volume: 5 Issue: 2, 283 - 295, 07.07.2019

Paul Iwuanyanwu

https://doi.org/10.21891/jeseh.581588

Cited By: 1

Abstract

The present study explores students’
understanding of calculus-based kinematics (henceforth, CBK), in which
argumentation is taken as the sequence of the modes of fostering reasoning and
problem-solving. The investigation stresses the importance of arguments
students bring to the learning situation of CBK and recognizes the active
construction of meaning which goes on constantly as they interact with their
learning environment. The study adopted mixed-methods in which one-group
pre-posttest design with supplemental questionnaires and interviews were used. Data
included video recordings of pre-posttests activities, as well as students’
handwritten work. The pre-posttests evaluated the dependent variables (understanding CBK concepts
and solving problems inspired by CBK), the treatment was
argumentation. No strong causal relationship is assumed but the
analyses of the results tend to show that the treatment improves slightly
students’ understanding of CBK concepts and their ability to identify relevant
knowledge of these concepts for problem-solving. Implications of the findings for
educational practice are discussed.

Keywords

Kinematics-calculus, understanding, mathematics, students

References

• Iwuanyanwu, P.N. (2019). Students‟ understanding of calculus-based kinematics and the arguments they generated for problem-solving: The case of understanding physics. Journal of Education in Science, Environment and Health (JESEH), 5(2), 283-295. DOI:10.21891/jeseh.581588