Arrows as a tool for science in school


Arrows can be used in an adequate way to carry out vector calculations in different subject areas of physics and mathematics education. Such vector arrows can be understood as a symbol system with which situations and problems can be modelled mathematically. If the knowledge about the usage of arrows is not attached to specific contents and contexts, additional options arise in new and unknown situations. In this case vector arrows act as so called mental tools. It was the aim of the implemented study to verify such a transfer of knowledge in mechanics education of middle school. The study was designed as a quasi-experimental field study with three treatment groups and one baseline group. The treatments consists of four lessons in which the concept of vector arrows was taught with one, two or without an embodiment of the arrows by physical quantity. An increased number of embodiments emphasizes the independence of contents and the flexibility of the arrows. Thus, arrows become a mental tool. In line with the hypothesis one scale of the post-test shows that the teaching, which involves multiple embodiments of arrows, leads to higher performance related to unknown embodiments.However, it becomes clear, that other factors play a role in the usage of arrows as mental tools.
mentales Werkzeug, Pfeil, Vektor, Physikunterricht, empirische Untersuchung

Principal investigators
Schön, Lutz-Helmut Prof. i. R. Dr. rer. nat. habil (Details) (Didactics of Physics)

Duration of project
Start date: 03/2005
End date: 04/2010

Last updated on 2022-08-09 at 03:08