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Abstract Title: Using Grounded Cognition Theory to Improve Physics Diagrams
Abstract: Diagrams are ubiquitous in STEM. These diagrams vary from problem-solving tools (like force diagrams) to visualization of concepts (like fields) or mathematical understanding (like graphs). While much research has been done on student difficulties with these diagrams, only a small amount of research has been done on ways to improve these diagrams. In this study, we used grounded cognition theory to explore modifications to physics diagrams so that students naturally perceive the correct physical concepts when viewing the diagrams. Specifically, we investigated the effect of motion map variations on student ability to rank velocity and acceleration, and the effect of various types of fluid speed and pressure indicators on student understanding of fluid flow dynamics in pipes, and their understanding of the pressure and speed relationship. Findings indicate that while the modified images are not initially better than the standard images, when paired with feedback, they yield higher student learning.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A77

Author/Organizer Information

Primary Contact: Amber Sammons
Illinois State University
2006 Kaskaskia Drive
Springfield, IL 62702
Phone: 2176918039
Co-Author(s)
and Co-Presenter(s)
Jacob Cermak (Illinois State University), Raymond Zich (Illinois State University), Rebecca Rosenblatt (Illinois State University)