Year 2020,
Volume: 5 Issue: 2, 52 - 59, 30.12.2020
Işık Saliha Karal Eyüboğlu
References
- Ataíde, A. R & Greca, I. M. (2013). Epistemic views of the relationship between physics and mathematics: Its influence on the approach of undergraduate students to problem solving. Science & Education, 22(6), 1405-1421.
- Araujo, I. S., Veit, E. A. & Moreira, M. A. (2008). Physics students’ performance using computational modelling activities to improve kinematics graphs interpretation. Computers & Education, 50(4), 1128-1140.
- Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62, 750–762.
- Berg, C. A. & Smith, P. (1994). Assessing students’ abilities to construct and interpret line graphs: Disparities between multiple-choice and free-response instruments. Science Education, 78 (6), 527-554.
- Boote, S.K. (2014). Assessing and understanding line graph interpretations using a scoring rubric of organized cited factors. Journal of Science Teacher Education, 25(3), 333-354.
- Bowen, G.M. & Roth, W.M. (2005). Data and graph interpretation practices among preservices science teachers. Journal of Research in Science Teaching, 42(10), 1063-1088.
- Brasell, H. M. & Rowe, B. M. (1993). Graphing skills among high school physics students. School Science and Mathematics, 93(2), 63–69.
- Christensen, W. M. & Thompson, J. R. (2012). Investigating graphical representations of slope and derivative without a physics context. Physical Review Special Topics-Physics Education Research, 8, 023101.
- Coleman, J. M., McTigue, E. M., & Smolkin, L. B. (2011). Elementary teachers’ use of graphical representations in science teaching. Journal of Science Teacher Education, 22(7), 613-643.
- Dyke, F. V., & White, A. (2004). Examining Students' Reluctance to Use Graphs. Mathematics Teacher, 98(2), 110-117.
- Forster, P. A. (2004). Graphing in physics: Processes and sources of error in tertiary entrance examinations in Western Australia. Research in Science Education, 34, 239-265.
- Gheith, E. M. & Aljaberi, N. M. (2015). Pre-Service classroom teachers’ attitudes toward graphs and their ability to read and interpret them. International Journal of Humanities and Social Science, 5(7), 113-124.
- Glazer, N. (2011). Challenges with graph interpretation: a review of the literature. Studies in Science Education, 47(2), 183-210.
- Gültekin, C & Nakipoğlu, C. (2015). Analysis of high school chemistry textbooks in terms of graphs and graph-related activities. Dumlupınar University Journal of Social Sciences, 43, 211-222.
- Keller, S. K. (2008). Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study Orlando University of Central Florida.
- Lowe, R., (2000). Visual literacy and learning in science. ERIC Digest. ED463945.
- McDermott, L. C., Rosenquist, M. L. & Van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55, 503–513.
- Mckenzie, D. L. & Padilla, M. J. (1986).The construction and validation of the test of grap-hing in science. Journal of Research in Science Teaching, 23(7), 571-579.
- Nguyen, D. H. & Rebello, N. S. (2011). Students’ understanding and application of the area under the curve concept in physics problems. Physical Review Special Topics Physics Education Research, 7, 010112.
- Norman, R. R. (2012). Reading the graphics: what is the relationship between graphical reading processes and student comprehension? Reading and Writing, 25(3), 739-774.
- Padilla M. J, McKenzie, D. L, & Shaw, E. L Jr. (1986). An examination of the line graphing ability of students in grades seven through twelve. School Science and Mathematics, 86(1), 20–26.
- Planinic, M., Milin-Sipus, Z., Katic, H., Susac A., & Ivanjek L. (2012). Comparison of student understanding of line graph slope in physics and mathematics. International journal of science and mathematics education, 10 (6), 1393–1414.
- Planinic, M., Ivanjek, L., Susac, A. & Milin-Sipus, Z. (2013). Comparison of university students’ understanding of graphs in different contexts. Physical Review Special Topics - Physics Education Research, 9, 020103.
- Roth, W. M. (1996). Where is the context in contextual word problems? Mathematical practices and products in Grade 8 students’ answers to story problems. Cognition and Instruction, 14(4), 487-527.
- Roth, W. M., & Bowen, G. M. (2001). Professionals read graphs: A semiotic analysis. Journal for Research in Mathematics Education, 32(2), 159-194.
- Susac, A., Bubic, A., Kazotti, E. Planinic, M. & Palmovic, M. (2018). Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students. Physical Review Physic Education Research, 14, 020109.
- Shah, P., & Hoeffner, J. (2002). Review of graph comprehension research: Implications for Instruction. Educational Psychology Review, 14(1), 47-69.
- Woolnough J. (2000). How do students learn to apply their mathematical knowledge to interpret graphs in physics? Research in Science Education, 30(3), 259-267.
Interpretation of an Energy Graph for a Mass-Spring System by Prospective Science and Mathematics Teachers: A Comparison
Year 2020,
Volume: 5 Issue: 2, 52 - 59, 30.12.2020
Işık Saliha Karal Eyüboğlu
Abstract
This study aimed at the investigation of skills of prospective science and mathematics teachers’ reading of a graph related to simple harmonic motion. The participants were 31 mathematics and 20 prospective science teachers taking the General Physics II course in the second term of the teacher training program. The participants were expected to determine the type, potential or kinetic, of energy and explain the variation of these energies in a written exam. Although harmonic motion is a phenomenon in science, findings showed that prospective teachers of mathematics were performed in general better than prospective science teachers. The number of prospective science teachers’answers about the energy types represented by the curves are wrong but the energy changes of the curves are right, is higher than the number of corresponding prospective mathematics teachers, although the reverse was expected. It is concluded that a considerable number of prospective teachers’ ability to read graphs was not at the desired level and need to be improved. This study showed that graph interpretation in physics was not just related to mathematics and a successful graph usage sometimes requires domain specific knowledge. It can be said that the use of graph interpretation questions in an assessment tool will contribute to determining the level of understanding the related subject in addition to the development of graph related skills of learners.
References
- Ataíde, A. R & Greca, I. M. (2013). Epistemic views of the relationship between physics and mathematics: Its influence on the approach of undergraduate students to problem solving. Science & Education, 22(6), 1405-1421.
- Araujo, I. S., Veit, E. A. & Moreira, M. A. (2008). Physics students’ performance using computational modelling activities to improve kinematics graphs interpretation. Computers & Education, 50(4), 1128-1140.
- Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62, 750–762.
- Berg, C. A. & Smith, P. (1994). Assessing students’ abilities to construct and interpret line graphs: Disparities between multiple-choice and free-response instruments. Science Education, 78 (6), 527-554.
- Boote, S.K. (2014). Assessing and understanding line graph interpretations using a scoring rubric of organized cited factors. Journal of Science Teacher Education, 25(3), 333-354.
- Bowen, G.M. & Roth, W.M. (2005). Data and graph interpretation practices among preservices science teachers. Journal of Research in Science Teaching, 42(10), 1063-1088.
- Brasell, H. M. & Rowe, B. M. (1993). Graphing skills among high school physics students. School Science and Mathematics, 93(2), 63–69.
- Christensen, W. M. & Thompson, J. R. (2012). Investigating graphical representations of slope and derivative without a physics context. Physical Review Special Topics-Physics Education Research, 8, 023101.
- Coleman, J. M., McTigue, E. M., & Smolkin, L. B. (2011). Elementary teachers’ use of graphical representations in science teaching. Journal of Science Teacher Education, 22(7), 613-643.
- Dyke, F. V., & White, A. (2004). Examining Students' Reluctance to Use Graphs. Mathematics Teacher, 98(2), 110-117.
- Forster, P. A. (2004). Graphing in physics: Processes and sources of error in tertiary entrance examinations in Western Australia. Research in Science Education, 34, 239-265.
- Gheith, E. M. & Aljaberi, N. M. (2015). Pre-Service classroom teachers’ attitudes toward graphs and their ability to read and interpret them. International Journal of Humanities and Social Science, 5(7), 113-124.
- Glazer, N. (2011). Challenges with graph interpretation: a review of the literature. Studies in Science Education, 47(2), 183-210.
- Gültekin, C & Nakipoğlu, C. (2015). Analysis of high school chemistry textbooks in terms of graphs and graph-related activities. Dumlupınar University Journal of Social Sciences, 43, 211-222.
- Keller, S. K. (2008). Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study Orlando University of Central Florida.
- Lowe, R., (2000). Visual literacy and learning in science. ERIC Digest. ED463945.
- McDermott, L. C., Rosenquist, M. L. & Van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55, 503–513.
- Mckenzie, D. L. & Padilla, M. J. (1986).The construction and validation of the test of grap-hing in science. Journal of Research in Science Teaching, 23(7), 571-579.
- Nguyen, D. H. & Rebello, N. S. (2011). Students’ understanding and application of the area under the curve concept in physics problems. Physical Review Special Topics Physics Education Research, 7, 010112.
- Norman, R. R. (2012). Reading the graphics: what is the relationship between graphical reading processes and student comprehension? Reading and Writing, 25(3), 739-774.
- Padilla M. J, McKenzie, D. L, & Shaw, E. L Jr. (1986). An examination of the line graphing ability of students in grades seven through twelve. School Science and Mathematics, 86(1), 20–26.
- Planinic, M., Milin-Sipus, Z., Katic, H., Susac A., & Ivanjek L. (2012). Comparison of student understanding of line graph slope in physics and mathematics. International journal of science and mathematics education, 10 (6), 1393–1414.
- Planinic, M., Ivanjek, L., Susac, A. & Milin-Sipus, Z. (2013). Comparison of university students’ understanding of graphs in different contexts. Physical Review Special Topics - Physics Education Research, 9, 020103.
- Roth, W. M. (1996). Where is the context in contextual word problems? Mathematical practices and products in Grade 8 students’ answers to story problems. Cognition and Instruction, 14(4), 487-527.
- Roth, W. M., & Bowen, G. M. (2001). Professionals read graphs: A semiotic analysis. Journal for Research in Mathematics Education, 32(2), 159-194.
- Susac, A., Bubic, A., Kazotti, E. Planinic, M. & Palmovic, M. (2018). Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students. Physical Review Physic Education Research, 14, 020109.
- Shah, P., & Hoeffner, J. (2002). Review of graph comprehension research: Implications for Instruction. Educational Psychology Review, 14(1), 47-69.
- Woolnough J. (2000). How do students learn to apply their mathematical knowledge to interpret graphs in physics? Research in Science Education, 30(3), 259-267.