Effect of Micro-Computer Based Laboratory on Graphing Interpretation Skills and Understanding of Motion.

Graphs of objects in motion are frequently used in introductory high school or college physics courses since they offer a valuable alternative to verbal and algebraic descriptions by offering students another way of manipulating the developing concepts. If graphs are to be a valuable tool for students, then the level of the students' graphing ability must be known. Microcomputer-based labs (MBL) and its use of graphs have been shown to improve content knowledge specific to graphing problems and graphing skills. The purpose of the study is to examine the relative effectiveness of the traditional lab method and MBL for engendering conceptual change in students and to investigate students' ability to interpret and use graphs to help them better learn the kinematic concepts and to apply this understanding of those concepts to new non-graphic problems. Sample populations of students enrolled in two general-level undergraduate physics course were tested. Results indicate that the MBL was more effective in engendering conceptual change in students than a traditional laboratory. Student graph interpretation skills prior to instruction, common mistakes, dominant misconceptions, instructional effectiveness, and implications for the future assessment of MBL are discussed. Contains 15 references. (LZ)