通过定性与定量教学理解牛顿运动概念

IF 3.3 Q1 DEMOGRAPHY
Muhammad Amin Said
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引用次数: 1

摘要

本研究旨在分析定性教学与定量追求对运动概念理解的影响。本研究的主要目的是获取以下信息:1)定性教学后学生对牛顿运动概念理解的前测和后测结果特征,2)定量教学后学生对牛顿运动概念理解的前测和后测结果特征,3)学生活动特征,4)定性教学和定量教学后学生对牛顿运动概念理解的显著差异。使用的研究方法是混合的。嵌入实验模型,将2019/2020学年奇数学期的100名学生群体分为A组50人,B组多达50人。数据收集使用的技术是访谈和测试,并对数据进行定性和定量分析。A组的研究结果是:1)对牛顿的概念有初步认识的30名学生(60%),推动力15名学生(30%),牛顿的5名学生(10%)。理解牛顿运动概念的后测结果是,1名学生(2%)基于亚里士多德理论,4名学生(8%)基于动力理论,45名学生(90%)基于牛顿理论。B组:35名学生(70%),10名学生(20%),5名学生(10%),对基于亚里士多德理论的牛顿运动概念有初步的了解。5名学生(10%)、35名学生(70%)、10名学生(20%)理解基于亚里士多德理论的牛顿运动概念的后测结果;(3)学生在后续学习中的活跃度属于高范畴;(4)定性教学与定量教学对牛顿运动概念的理解存在显著差异。研究发现,严格的数学公式并不能培养学生定性地理解物理概念的能力。学生通常只对解决涉及数字和方程式的物理问题感兴趣。他们对数学公式的定性方面没有热情。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding the Newton’s Motion Concept Through Qualitative and Quantitative Teaching
This research aims to analyze the influence of qualitative teaching and quantitative pursuit on understanding the concept of motion Newton Student of Science Education Study Program of FMIPA UNM. The main objectives of this study were to obtain information: 1) the characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following qualitative teaching, 2) characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following quantitative teaching, 3) student activities, and 4) a significant difference understanding of Newton’s motion concepts of students who follow qualitative teaching and who follow quantitative teaching. The research method used is mixed. The embedded experimental model, the population of 100 student’s odd semester of 2019/2020 divided into group A of 50 students and group B of as many as 50 students. The techniques used for data collection were interviews and tests, and the data were analyzed qualitatively and quantitatively. The results of the study were found in group A: 1) initial understanding of Newton’s concept based on Aristotelian’s theory of 30 students (60 percent), Impetus 15 students (30 percent), and Newton’s five students (10 percent). The post-test result of understanding Newton’s concept of motion is based on the theory of Aristotle for one student (2 percent), impetus’s theory for four students (8 percent), and Newton’s theory for 45 students (90 percent). In group B: 2) early understanding of Newton’s motion concept based on Aristotelian theory for 35 students (70 percent), Impetus theory for ten students (20 percent), and Newton’s theory for five students (10 percent). The post-test result of understanding Newton’s concept of motion based on the theory of Aristotle for five students (10 percent), Impetus theory for 35 students (70 percent), and Newton’s theory for ten students (20 percent); 3) student activity in following learning included in the high category, and 4) There is a significant difference understanding of Newton motion concept of students who follow qualitative teaching and who follow quantitative teaching. The study found that strict mathematical formulations do not foster the ability to comprehend the physical concept qualitatively. Students are generally only interested in solving physics problems that are manipulating numbers and equations. They are not passionate about the qualitative aspects of mathematical formulations.
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