Decontextualizing Velocity and Acceleration in a Concrete (and Sweet) Eating Activity
Despite holding wide-ranging experiences with constant velocity and non-zero acceleration, students wrestling with physical science concepts struggle to demarcate the two distinct characteristics of motion. In fact, this prior experience and loose familiarity with associated terminology often act as...
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Published in: | The Clearing house Vol. 95; no. 5; pp. 202 - 209 |
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Main Authors: | , , |
Format: | Journal Article |
Language: | English |
Published: |
Washington
Routledge
15-09-2022
Taylor & Francis Inc |
Subjects: | |
Online Access: | Get full text |
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Summary: | Despite holding wide-ranging experiences with constant velocity and non-zero acceleration, students wrestling with physical science concepts struggle to demarcate the two distinct characteristics of motion. In fact, this prior experience and loose familiarity with associated terminology often act as an obstacle toward a deep and robust understanding of the distinction between velocity and acceleration foundational to meaningful learning of force and motion. Age-appropriate, decontextualized instruction serves to bypass these barriers as it engages students in analogous experiences divorced from science vocabulary that provide a concrete link for later science instruction. |
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ISSN: | 0009-8655 1939-912X |
DOI: | 10.1080/00098655.2022.2104785 |