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The seminary is focused on graphical displays in physics education. It aims to present both theory
concerning the topic (e.g. students’ misconceptions when graphing) and pedagogical approaches
appropriate for teaching praxis. Illustrations are mostly from kinematics.
Last update: T_KDF (03.05.2013)
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Shah, P., Hoeffner, J.: Review of Graph Comprehension Research: Implication for Instruction. Educational Psychology Review 14(1), str. 47-69, 2002
Tufte E. R. (2002): The Visual Display of Quantitative Information. Graphics Press, USA
Kosslyn, S. M.: Understanding Charts and Graphs. Applied Cognitive Psychology 3(3), str. 185-226, 1989
Leindhart G., Zaslavsky O., Stein M. K. (1990): Functions, Graphs, and Graphing: Tasks, Learning, and Teaching. Review of Educational Research, Vol. 60, č. 1, str. 1-64
Beichner R. (1994): Testing student interpretation of kinematics graphs. AM. J. Phys. 62, 750-762
Goldsworthy A., Watson R., Wood-Robinson V. (1999): Getting to grips with graphs. The Association for Science Education, Hatfield
Roth W.M., McGinn M. K. (1997): Graphing: Cognitive ability or practice? Science Education, January, str. 91-106 Last update: T_KDF (03.05.2013)
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1. Graphical display of information in physics education: perceiving of information, attention, graphical (visual) literacy, recommendations for displaying. 2. Displaying of motion and typical students’ misconceptions. 3. Data logging and graphs.
4. Scales and zooming. 5. Discussion: Graphing: cognitive ability or practice? Last update: T_KDF (03.05.2013)
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