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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Bibliographic Details
Published in:The Clearing house Vol. 95; no. 5; pp. 202 - 209
Main Authors: Janney, Benjamin A., Sobotka, Alex J., Kidd, Aaron E.
Format: Journal Article
Language:English
Published: Washington Routledge 15-09-2022
Taylor & Francis Inc
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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.
ISSN:0009-8655
1939-912X
DOI:10.1080/00098655.2022.2104785