Document Type
Dissertation
Degree
Doctor of Philosophy
Major
Education
Date of Defense
11-9-2017
Graduate Advisor
Keith W. Miller
Committee
Charles Granger
Cody Ding
Gualtiero Piccinini
Abstract
Prior to instruction, students often possess a common-sense view of motion, which is inconsistent with Newtonian physics. Effective physics lessons therefore involve conceptual change. To provide a theoretical explanation for concepts and how they change, the triangulation model brings together key attributes of prototypes, exemplars, theories, Bayesian learning, ontological categories, and the causal model theory. The triangulation model provides a theoretical rationale for why coding is a viable method for physics instruction. As an experiment, thirty-two adolescent students participated in summer coding academies to learn how to design Newtonian simulations. Conceptual and attitudinal data was collected using the Force Concept Inventory and the Colorado Learning Attitudes about Science Survey. Results suggest that coding is an effective means for teaching Newtonian physics.
OCLC Number
1032303854
Recommended Citation
Massey, M. Ryan, "Processing Motion: Using Code to Teach Newtonian Physics" (2017). Dissertations. 715.
https://irl.umsl.edu/dissertation/715