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The Physics Teacher -- September 2011 -- Volume 49, Issue 6, pp. 377

Building Dynamic Conceptual Physics Understanding

Charlotte Trout1, Scott A. Sinex2, and Susan Ragan3

1Washington County Board of Education, Hagerstown, MD
2Prince George's Community College, Largo, MD
3Maryland Virtual High School Project

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Models are essential to the learning1 and doing of science, and systems thinking is key to appreciating many environmental issues. The National Science Education Standards2 include models and systems in their unifying concepts and processes standard, while the AAAS Benchmarks3 include them in their common themes chapter. Hyerle4 and Marzano5,6 argue for the importance of graphic organizers to student learning. In addition, there is a growing national interest in defining and implementing computational thinking for students.7 In the past 15 years, we have presented dozens of workshops to teachers who are interested in using the computational power of their computers in their classrooms.8–9 In addition to other programs, we use systems dynamics programs to encourage modeling in secondary science classrooms. The interface for these packages is a graphic organizer. In this article we will share some of our insights into the advantages of using such systems dynamics software with high school physics students.

© 2011 American Association of Physics Teachers

Article Outline

  1. Model diagrams
  2. Graphs — a dynamic output
  3. Empowering your students in the classroom
  4. Conclusion

KEYWORDS and PACS

Keywords

computer aided instruction, physics education, teacher training

PACS

PUBLICATION DATA

ISSN

0031-921X (print)  

Publisher

$abstract.society.value is a Member of CrossRef American Association of Physics Teachers

ARTICLE DATA

Digital Object Identifier
http://dx.doi.org/10.1119/1.3628270

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