The Role of Visual Representation for High School Physics in Teaching of Classical Mechanics
DOI:
https://doi.org/10.21009/1.08110Keywords:
visual representation, physics, classical mechanicsAbstract
This study aims to highlight the importance of visual representation skills in classroom practice, especially in classical mechanics physics, by discussing (1) free-body diagram representation, (2) resultant force system, (3) types and directions of quantities, (4) representation of results and units. This research was conducted on 30 students in second grade at Beringin Kupang High School. The research method was carried out experimentally using a special image representation test tool for classical mechanical materials. The research data were analyzed by descriptive method. The results showed that (1) more than 50% of students did not draw FBD before solving the problem, (2) the success rate of students in representing the resultant force system was the highest at 33%, (3) determining the type and direction of motion the success rate was 67%, and (4) representation results and units with a success rate of 40%. The results of this study become a reference for increasing the role of visual representation in learning physics.
References
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Rosengrant, D, Van Heuvelen, A & Etkina, E 2005, ‘Free-body diagrams: Necessary or sufficient?’, AIP Conference Proceedings, vol. 790, pp. 177-180.
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Taqwa, MRA 2017, ‘Profil Pemahaman Konsep Mahasiswa dalam Menentukan Arah Resultan Gaya’, Prosiding Seminar Nasional Pendidikan Sains, pp. 79-87.
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Vellido, A et al. 2011, ‘Seeing is believing: The importance of visualization in real-world machine learning applications’, ESANN 2011-19th European Symposium on Artificial Neural Networks, pp. 219-226.
Yoon, HG, Kim, M & Lee, EA 2021, ‘Visual representation construction for collective reasoning in elementary science classrooms’, Education Sciences, vol. 11, no. 5.
Aviani, I, Erceg, N & Mešić, V 2015, ‘Drawing and using free body diagrams: Why it may be better not to decompose forces’, Physical Review Special Topics - Physics Education Research, vol. 11, no. 2, pp. 1-14.
Awrejcewicz, J 2012, ‘Fundamental Principles of Mechanics’, Classical Mechanics, vol. 28, pp. 1-22.
Ayesh, A et al. 2010, ‘The effect of student use of the free-body diagram representation on their performance’, Educational Research, vol. 1, no. 10, pp. 505-511.
Brecher, J 2009, ‘Graphical representation standards for chemical structure diagrams: (IUPAC Recommendations 2008)’, Pure and Applied Chemistry, vol. 80, no. 2.
Cankoy, O & Ozder, H 2011, ‘The influence of visual representations and context on mathematical word problem solving’, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, vol. 30, no. 2, pp. 91-100.
Carolan, J, Prain, V & Waldrip, B 2008, ‘Using representations for teaching and learning in science’, Teaching Science, vol. 54, no. 1, pp. 18-23.
Eilam, B & Poyas, Y 2010, ‘External visual representations in science learning: The case of relations among system components’, International Journal of Science Education, vol. 32, no. 17, pp. 2335-2366.
Forbus, K et al. 2011, ‘CogSketch: Sketch understanding for cognitive science research and for education’, Topics in Cognitive Science, vol. 3, no. 4, pp. 648-666.
Gieskes, K, Watson, TJ, & DeRusso, C 2012, ‘AC 2012-3446: visual representations in mechanical engi- neering education’.
Gilbert, JK 2005, ‘Visualization: A Metacognitive Skill in Science and Science Education’, Visualization in Science Education, pp. 9-27.
Guler, G & Ciltas, A 2011, ‘The visual representation usage levels of mathematics teachers and students in solving verbal problems’, International Journal of Humanities and Social Science, vol. 1, no. 11, pp. 145-154.
Jägerskog, AS 2020, ‘Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price’, Scandinavian Journal of Educational Research, pp. 1-18.
Jauhariyah, MNR & Wasis, W 2018, ‘Students’ Reasoning on Physics Related to Visual Representation Case Study of College Students’, Proceedings of the International Conference on Science and Technology (ICST 2018), pp. 904-908.
Kim, M, Cheong, Y & Song, J 2018, ‘The Meanings of Physics Equations and Physics Education’, Journal of the Korean Physical Society, vol. 73, no. 2, pp. 145-151.
Kocakülah, MS 2010, ‘Development and application of a rubric for evaluating students’ performance on Newton’s laws of motion’, Journal of Science Education and Technology, vol. 19, no. 2, pp. 146-164.
Kohnle, A, Ainsworth, SE & Passante, G 2020, ‘Sketching to support visual learning with interactive tutorials’, Phys. Rev. Phys. Educ. Res, vol. 16, no. 2, p. 020139.
Lindner, K, Blosser, G & Cunigan, K 2009, ‘Visual versus auditory learning and memory recall performance on short-term versus long-term tests’, Modern Psychological Studies, vol. 15, no. 1, p. 6.
Mari, L, Ehrlich, C & Pendrill, L 2018, ‘Measurement units as quantities of objects or values of quantities: A discussion’, Metrologia, vol. 55, no. 5, pp. 716-721.
Masrifah, M et al. 2020, ‘An Investigation of Physics Teachers’ Multiple Representation Ability on Newton’s Law Concept’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 6, no. 1, pp. 105-112.
Munfaridah, N, Avraamidou, L & Goedhart, M 2021, ‘The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?’, Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 1, pp. 1-19.
Neri, L et al. 2018, ‘Teaching classical mechanics concepts using visuo-haptic simulators’, Educational Technology and Society, vol. 21, no. 2, pp. 85-97.
Nguyen, DH, Gire, E & Rebello, NS 2010, ‘Facilitating students’ problem solving across multiple representations in introductory mechanics’, AIP Conference Proceedings, vol. 1289, pp. 45-48.
Nielsen, W, Turney, A, Georgiou, H & Jones, P 2022, ‘Meaning Making with Multiple Representations: a Case Study of a Preservice Teacher Creating a Digital Explanation’, Res Sci Educ, vol. 52, pp. 871-890.
Opfermann, M, Schmeck, A & Fischer, HE 2017, ‘Multiple Representations in Physics and Science Education – Why Should We Use Them?’, In: Treagust, D., Duit, R, Fischer, H. (eds) Multiple Representations in Physics Education Models and Modeling in Science Education, Springer, Cham vol. 10.
Prasitpong, S & Chitaree, R 2010, ‘What Thai students think about directions and types of frictional forces’, AIP Conference Proceedings, vol. 1263, pp. 66-69.
Rahmaniar, A, Heni, R & Asep, S 2016, ‘Analisis Free Body Diagrams pada Siswa SMA dalam Menyelesaikan Tes Uraian Terstruktur’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 2, no. 2, pp. 1-6.
Raiyn, J 2016, ‘The Role of Visual Learning in Improving Students’ High-Order Thinking Skills’, Journal of Education and Practice, vol. 7, no. 24, pp. 115-121.
Rakbamrung, P, Thepnuan, P & Nujenjit, N 2015, ‘Use of a System Thinking Learning Force and Motion Concept in Physics for Nurse Course’, Procedia - Social and Behavioral Sciences, vol. 197, pp. 126-134.
Rosengrant, D, Van Heuvelen, A & Etkina, E 2005, ‘Free-body diagrams: Necessary or sufficient?’, AIP Conference Proceedings, vol. 790, pp. 177-180.
Rosengrant, D, Van Heuvelen, A & Etkina, E 2009, ‘Do students use and understand free-body diagrams?’, Physical Review Special Topics - Physics Education Research, vol. 5, no. 1.
Sari, A, Sutopo, S & Wartono, W 2015, ‘Penggunaan Multi Representasi untuk Meningkatkan Penguasaan Konsep Siswa SMA Pada Materi Hukum II Newton’, Conference: Seminar Nasional IPAAt: Universitas Negeri Semarang (UNNES), vol. 6.
Suyatna, A et al. 2017, ‘The role of visual representation in physics learning: Dynamic versus static visualization’, Journal of Physics: Conference Series, vol. 909, no. 1.
Taqwa, MRA 2017, ‘Profil Pemahaman Konsep Mahasiswa dalam Menentukan Arah Resultan Gaya’, Prosiding Seminar Nasional Pendidikan Sains, pp. 79-87.
Utami, RK & Subiantoro, AW 2021, ‘Visual Representations Analysis of Senior High School Biology Textbooks About Plants’ Structure and Function’, Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), vol. 528, pp. 123-128.
Vellido, A et al. 2011, ‘Seeing is believing: The importance of visualization in real-world machine learning applications’, ESANN 2011-19th European Symposium on Artificial Neural Networks, pp. 219-226.
Yoon, HG, Kim, M & Lee, EA 2021, ‘Visual representation construction for collective reasoning in elementary science classrooms’, Education Sciences, vol. 11, no. 5.
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Published
2022-06-30
How to Cite
Lamanepa, G. H., Maing, C. M., Mukin, M. U. J., & Naen, A. B. (2022). The Role of Visual Representation for High School Physics in Teaching of Classical Mechanics. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 8(1), 105–114. https://doi.org/10.21009/1.08110
