{"id":251930,"date":"2016-07-29T02:00:00","date_gmt":"2016-07-28T23:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=b655d87ce700fe75d0c2f00475818dbe"},"modified":"2016-07-29T02:00:00","modified_gmt":"2016-07-28T23:00:00","slug":"an-investigation-into-the-effectiveness-of-smartphone-experiments-on-students-conceptual-knowledgeabout-acceleration","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=251930","title":{"rendered":"An investigation into the effectiveness of smartphone experiments on students\u2019 conceptual knowledge\r\nabout acceleration"},"content":{"rendered":"<p>This study is a first attempt to investigate effectiveness of smartphone-based activities on<br \/>\nstudents\u2019 conceptual understanding of acceleration. 143 secondary school students (15\u201316 years old)<br \/>\nwere involved in two types of activities: smartphone- and non-smartphone activities. The latter<br \/>\nconsisted in data logging and \u2018cookbook\u2019 activities. For the sake of comparison, all activities<br \/>\nfeatured the same phenomena, i.e., the motion on an inclined plane and pendulum oscillations. A<br \/>\npre-post design was adopted, using open questionnaires as probes. Results show only weak statistical<br \/>\ndifferences between the smartphone and non-smartphone groups. Students who followed smartphone<br \/>\nactivities were more able to design an experiment to measure acceleration and to correctly describe<br \/>\nacceleration in a free fall motion. However, students of both groups had many difficulties in<br \/>\ndrawing acceleration vector along the trajectory of the studied motion. Results suggest that<br \/>\nsmartphone-based activities m&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This study is a first attempt to investigate effectiveness of smartphone-based activities on<br \/>\nstudents\u2019 conceptual understanding of acceleration. 143 secondary school students (15\u201316 years old)<br \/>\nwere involved in two types of activities: smartphone-&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-251930","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/251930","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=251930"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/251930\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=251930"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=251930"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=251930"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}