In this study, the Algodoo program, which can increase the efficiency of the teaching environment by ensuring active participation of students in online lessons and the applications that can be done about impulse and momentum, are explained in detail. Although this deficiency tried to be eliminated with videos and simulations, it was not possible to ensure the active participation of students in some cases. Our analysis thus provides a template for physics educators to support students' conceptual understanding of sign conventions in vector kinematics.ĭuring the periods of sudden transition to online education, the opportunity to make applications that might attract students' attention to the course has decreased even more.
We also add to the description of students' experience of +/– signs in 1DK by incorporating ideas from the Variation Theory of Learning and by focusing on some of the aspects of +/– signs in 1DK that were underemphasized in the original study. However, by way of a typology of potential learning outcomes associated with +/– signs in 1DK, our review of the topic reveals that the original study's treatment misses the implications of +/– signs related to time rate of change and graphical shape. We find the original categorisation as applicable for interpreting Swedish university-level students' responses to 1DK questions. This article revisits and expands upon a previous phenomenographic study characterising the qualitatively different ways in which South African undergraduate physics students may experience the use of +/– signs in one-dimensional kinematics (1DK).
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