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Original scientific paper

Students’ Understanding of Velocity-Time Graphs and the Sources of Conceptual Difficulties

Nataša Erceg ; Department of Physics, University of Rijeka
Ivica Aviani ; Institute of Physics in Zagreb and Faculty of Science, University of Split

Fulltext: english, pdf (601 KB) pages 43-80 downloads: 312* cite
APA 6th Edition
Erceg, N. & Aviani, I. (2014). Students’ Understanding of Velocity-Time Graphs and the Sources of Conceptual Difficulties. Croatian Journal of Education, 16 (1), 43-80. Retrieved from https://hrcak.srce.hr/120164
MLA 8th Edition
Erceg, Nataša and Ivica Aviani. "Students’ Understanding of Velocity-Time Graphs and the Sources of Conceptual Difficulties." Croatian Journal of Education, vol. 16, no. 1, 2014, pp. 43-80. https://hrcak.srce.hr/120164. Accessed 17 Oct. 2019.
Chicago 17th Edition
Erceg, Nataša and Ivica Aviani. "Students’ Understanding of Velocity-Time Graphs and the Sources of Conceptual Difficulties." Croatian Journal of Education 16, no. 1 (2014): 43-80. https://hrcak.srce.hr/120164
Harvard
Erceg, N., and Aviani, I. (2014). 'Students’ Understanding of Velocity-Time Graphs and the Sources of Conceptual Difficulties', Croatian Journal of Education, 16(1), pp. 43-80. Available at: https://hrcak.srce.hr/120164 (Accessed 17 October 2019)
Vancouver
Erceg N, Aviani I. Students’ Understanding of Velocity-Time Graphs and the Sources of Conceptual Difficulties. Croatian Journal of Education [Internet]. 2014 [cited 2019 October 17];16(1):43-80. Available from: https://hrcak.srce.hr/120164
IEEE
N. Erceg and I. Aviani, "Students’ Understanding of Velocity-Time Graphs and the Sources of Conceptual Difficulties", Croatian Journal of Education, vol.16, no. 1, pp. 43-80, 2014. [Online]. Available: https://hrcak.srce.hr/120164. [Accessed: 17 October 2019]
Fulltext: croatian, pdf (601 KB) pages 43-80 downloads: 268* cite
APA 6th Edition
Erceg, N. & Aviani, I. (2014). Učeničko i studentsko razumijevanje grafova vremenske promjene brzine i izvori konceptualnih poteškoća. Croatian Journal of Education, 16 (1), 43-80. Retrieved from https://hrcak.srce.hr/120164
MLA 8th Edition
Erceg, Nataša and Ivica Aviani. "Učeničko i studentsko razumijevanje grafova vremenske promjene brzine i izvori konceptualnih poteškoća." Croatian Journal of Education, vol. 16, no. 1, 2014, pp. 43-80. https://hrcak.srce.hr/120164. Accessed 17 Oct. 2019.
Chicago 17th Edition
Erceg, Nataša and Ivica Aviani. "Učeničko i studentsko razumijevanje grafova vremenske promjene brzine i izvori konceptualnih poteškoća." Croatian Journal of Education 16, no. 1 (2014): 43-80. https://hrcak.srce.hr/120164
Harvard
Erceg, N., and Aviani, I. (2014). 'Učeničko i studentsko razumijevanje grafova vremenske promjene brzine i izvori konceptualnih poteškoća', Croatian Journal of Education, 16(1), pp. 43-80. Available at: https://hrcak.srce.hr/120164 (Accessed 17 October 2019)
Vancouver
Erceg N, Aviani I. Učeničko i studentsko razumijevanje grafova vremenske promjene brzine i izvori konceptualnih poteškoća. Croatian Journal of Education [Internet]. 2014 [cited 2019 October 17];16(1):43-80. Available from: https://hrcak.srce.hr/120164
IEEE
N. Erceg and I. Aviani, "Učeničko i studentsko razumijevanje grafova vremenske promjene brzine i izvori konceptualnih poteškoća", Croatian Journal of Education, vol.16, no. 1, pp. 43-80, 2014. [Online]. Available: https://hrcak.srce.hr/120164. [Accessed: 17 October 2019]

Abstracts
We investigated the students’ ability to translate the velocity-time graph into a real physical situation and the possible sources of conceptual difficulties. The study involved the sample of n=324 high-school/university students, and physics teachers in Croatia.
The students were presented the original non-traditional open-ended graph problem. Their written answers were classified and used to form a closed-ended prediction questionnaire for teachers. Comparing the teachers’ expectations with the actual students’ responses, we found out that teachers significantly overestimate students’ understanding. Our results also show that the observed difficulties are common in all groups of participants and that they do not depend significantly on the educational level and curriculum. We also found that the physics textbooks are also potential sources of difficulties, giving unfinished or incomplete statements regarding the sign of physical quantities in kinematic expressions. We feel that non-traditional graph problems of this kind could help teachers in establishing an active learning process in the classroom to
become aware of students’ way of thinking and to overcome the difficulties.

Keywords
conceptual understanding; curriculum; graphical representation; physics textbooks; students’ problem solving

Hrčak ID: 120164

URI
https://hrcak.srce.hr/120164

[croatian]

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