Enhancing the Learning of Thermodynamics using Computer Assisted Instructions at Undergraduate Level


Abstract views: 336 / PDF downloads: 194

Authors

  • Vasudeo Digambar Kulkarni Shri JJT University
  • Popat Savaleram Tambade Prof. Ramkrishna More ACS College

DOI:

https://doi.org/10.51724/ijpce.v5i1.71

Keywords:

Computer-mediated communications, Improving classroom teaching, Physics education, Thermodynamics, heat engines

Abstract

In this study, the effects of interactive multimedia package were investigated in classroom on students' conceptual understanding of heat and thermodynamics. Two groups – one control group and one experimental group of students at first year undergraduate level were studied to determine the role of computer animations in the development of functional understanding of the concepts of thermodynamics. For this purpose, interactive multimedia package on thermodynamics is developed. Thermodynamics Concept Test was administered to test students’ conceptual understanding. The difficulty index and discrimination index of the test are 0.402 and 0.31 respectively. The results of the study showed that the interactive method used for experimental group is helpful in students’ achievement in thermodynamics. The results of this study strongly support the fact that multimedia assisted instructions in cooperative group learning help students confront their cognitive constraints and foster a functional understanding of physics.

Downloads

Download data is not yet available.

References

Christensen, W., Meltzer, D. & Ogilvie, C. (2009). Students’ ideas regarding entropy and the second law of thermodynamics in an introductory physics course. American Journal of Physics, 77(10), 907-917.

Cox, A., Belloni, M., Dancy, M., & Christian, W. (2003). Teaching thermodynamics with physlets in introductory physics. Physics Education, 38(5), 433-440.

Dancy, M.H. & Beichner, R. (2006). Impact of animation on assessment of conceptual understanding in physics. Physical Review Special Topics - Physics Education Research, 2(1), 010104.

Day, J. & Boun, D. (2011). Development of the concise data processing assessment. Physical Review Special Topics - Physics Education Research, 7(1), 010114(1-14).

Ding, L., Chabay, R., Sherwood, B. & Beichner, R. (2006). Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment. Physical Review Special Topics - Physics Education Research, 2(1), 010105(1-7).

Finkelstein, N.D., Adams, W.K., Keller, C.J., Kohl, P.B., Perkins, K.K., Podolefsky, N.S., Reid, S. & LeMaster R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics - Physics Education Research 1(1), 010303-1, 010303-8.

Hake, R.R. (1998). Interactive-engagement vs traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.

Holec, S., Spodniaková Pfefferová, M. & Raganová, J. (2004). Computer simulations in mechanics at the secondary School. Informatics in Education, 3(2), 229–238.

Junglas, P. (2006). Simulations programs for teaching thermodynamics. Global Journal of Engineering Education, 10(2), 175-180.

Kautz, C.H., Heron, P.R., Loverude, M.E & McDermott, L.C. (2005). Student understanding of the ideal gas law, Part I: A macroscopic perspective. American Journal of Physics, 73(11), 1055-1063.

Loverude, M., Kautz, C. & Heron P. (2002). Students understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas. American Journal of Physics, 70(2), 137-148.

Maloney, D.T., O’Kuma, C., Hieggelke, & Heuvelen, A.V. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. Physics Education Research, American Journal of Physics Supplement, 69(7), S12-S23.

McDermott, L.C. (2001). Oersted medal lecture 2001: Physics education Research—the key to student learning. American Journal of Physics, 69 (11), 1127-1137.

Meltzer, D.E. & Manivannan, K. (2002). Transforming the lecture-hall environment: The fully interactive physics lecture. American Journal of Physics, 70(6), 639-654.

Meltzer, D.E. (2004). Investigation of students’ reasoning heat, work and the first law of thermodynamics in an introductory calculus-based general physics course. American Journal of Physics, 72(11), 1432-1446.

Meltzer, D.E. (2005). Relation between students’ problem-solving performance and representational format. American Journal of Physics, 73(5), 463-478.

Meltzer, D.E. (2006). Investigation of student learning in thermodynamics and implications for instruction in chemistry and engineering. CP883: Physics Education Research Conference, 38-41.

Tanahoung, C., Chitaree, R. & Soankwan, C. (2010). Probing Thai freshmen science students’ conceptions of heat and temperature using open-ended questions: A case study. Eurasian Journal of Physics and Chemistry Education, 2(2), 82-94.

Tao, P.K. & Gunstone, R.F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36(7), 859-882.

Thacker, B.A. (2003). Recent advances in classroom physics. Reports on Progress in Physics, 66, 1833-1864.

Ubiña, T.D. & Patricio, O.M. (2007). Development of validated computer simulated projectile motion experiments (C-SPEX) for teaching kinematics. MMSU Science and Technology Journal, 1(1), 103-110.

Yeo, S. & Zandik, M. (2001). Introductory thermal concept evaluation: Assessing students’ understanding. The Physics Teacher. 39, 496-504.

Downloads

Published

04/05/2013

How to Cite

Kulkarni, V. D., & Tambade, P. S. (2013). Enhancing the Learning of Thermodynamics using Computer Assisted Instructions at Undergraduate Level. International Journal of Physics and Chemistry Education, 5(1), 2–10. https://doi.org/10.51724/ijpce.v5i1.71