Master of Education (MEd)
Educational Technology, Innovative Learning
Pamela A. Redmond, Jim O'Connor
Motion probes and accompanied software allow students to simultaneously perform a motion and see an accurate position vs. time graph produced on a computer screen. Studies note that microcomputer-based laboratory (MBL) experiences are helping students understand the relationships between physical events and graphs representing those events (Barclay, 1986; Mokros and Tinker, 1987; Thornton, 1986; Tinker, 1986). This study utilized Vernier motion probes and a WISE 4.0 project called Graphing Stories, which allowed students to experience the connection between a physical event and its graphic representation. As a basis for this study, the researcher agreed with Kozhevnikov and Thornton (2006) when they suggested that the strong emphasis MBL curricula place on visual/spatial representations has the potential not only to facilitate students' understanding of physics concepts, but also to enhance their spatial visualization skills.
Hartman, Jefferson, "Using Motion Probes to Enhance Students' Understanding of Position vs. Time Graphs" (2010). Student Publications & Research of the TUC GSOE. 53.
Hartman, J. (2010). Using Motion Probes to Enhance Students' Understanding of Position vs. Time Graphs. Retrieved from https://touroscholar.touro.edu/tucgsoe/53