ERIC Number: ED287447
Record Type: RIE
Publication Date: 1987-Apr
The Role of Microcomputer-Based Laboratories in Learning To Make Graphs of Distance and Velocity.
Two questions about the effects of microcomputer-based laboratory (MBL) activities on graphing skills were addressed in this study: (1) the extent to which activities help students link their concrete experiences with motion with graphic representations of these experiences; and (2) the degree of importance of the real-time aspect of the MBL in contributing to this understanding. The subjects were 93 high school physics students who were assigned to one of four treatments: (1) a standard MBL activity; (2) an MBL activity with the graph display delayed 20 seconds; (3) a pencil and paper graph construction activity; and (4) no activity. Posttest scores for the standard MBL treatment were significantly higher than scores from all other treatments on distance-time graphs, but not on velocity-time graphs. Scores of the delayed-MBL group were not significantly different from either of the two control treatments. These results provide indicators of the way in which children make the cognitive translation between concrete and symbolic representations of an event. Eight references are listed. (Author/MES)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).