Integrating concepts and skills: Slope and kinematics graphs.

摘要

The concept of force is a foundational idea in physics. To predict the results of applying forces to objects, a student must be able to interpret data representing changes in distance, time, speed, and acceleration. Comprehension of kinematics concepts requires students to interpret motion graphs, where rates of change are represented as slopes of line segments.;Studies have shown that majorities of students who show proficiency with mathematical concepts fail accurately to interpret motion graphs. The primary aim of this study was to examine how students apply their knowledge of slope when interpreting kinematics graphs. To answer the research questions a mixed methods research design, which included a survey and interviews, was adopted. Ninety eight (N=98) high school students completed surveys which were quantitatively analyzed along with qualitative information collected from interviews of students (N=15) and teachers ( N=2).;The study showed that students who recalled methods for calculating slopes and speeds calculated slopes accurately, but calculated speeds inaccurately. When comparing the slopes and speeds, most students resorted to calculating instead of visual inspection. Most students recalled and applied memorized rules. Students who calculated slopes and speeds inaccurately failed to recall methods of calculating slopes and speeds, but when comparing speeds, these students connected the concepts of distance and time to the line segments and the rates of change they represented.;This study's findings will likely help mathematics and science educators to better assist their students to apply their knowledge of the definition of slope and skills in kinematics concepts.