Resumen
In this article we investigate the effect of: 1) the context, and 2) the position of the vectors, on 2D vector addition tasks. We administered a test to 512 students completing introductory physics courses at a private Mexican university. In the first part, we analyze students' responses in three isomorphic problems: displacements, forces, and no physical context. Students were asked to draw two vectors and the vector sum. We analyzed students' procedures detecting the difficulties when drawing the vector addition and proved that the context matters, not only compared to the context-free case but also between the contexts. In the second part, we analyze students' responses with three different arrangements of the sum of two vectors: tail-to-tail, head-to-tail and separated vectors. We compared the frequencies of the errors in the three different positions to deduce students' conceptions in the addition of vectors.
| Idioma original | English |
|---|---|
| Título de la publicación alojada | 2010 Physics Education Research Conference, PERC |
| Páginas | 73-76 |
| Número de páginas | 4 |
| Volumen | 1289 |
| DOI | |
| Estado | Published - 1 dic 2010 |
| Evento | 2010 Physics Education Research Conference, PERC - Portland, OR, United States Duración: 21 jul 2010 → 22 jul 2010 |
Other
| Other | 2010 Physics Education Research Conference, PERC |
|---|---|
| País | United States |
| Ciudad | Portland, OR |
| Período | 21/07/10 → 22/07/10 |
Huella dactilar
ASJC Scopus subject areas
- Physics and Astronomy(all)
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Vector addition : Effect of the context and position of the vectors. / Barniol, Pablo; Zavala, Genaro.
2010 Physics Education Research Conference, PERC. Vol. 1289 2010. p. 73-76.Resultado de la investigación: Conference contribution
TY - GEN
T1 - Vector addition
T2 - Effect of the context and position of the vectors
AU - Barniol, Pablo
AU - Zavala, Genaro
PY - 2010/12/1
Y1 - 2010/12/1
N2 - In this article we investigate the effect of: 1) the context, and 2) the position of the vectors, on 2D vector addition tasks. We administered a test to 512 students completing introductory physics courses at a private Mexican university. In the first part, we analyze students' responses in three isomorphic problems: displacements, forces, and no physical context. Students were asked to draw two vectors and the vector sum. We analyzed students' procedures detecting the difficulties when drawing the vector addition and proved that the context matters, not only compared to the context-free case but also between the contexts. In the second part, we analyze students' responses with three different arrangements of the sum of two vectors: tail-to-tail, head-to-tail and separated vectors. We compared the frequencies of the errors in the three different positions to deduce students' conceptions in the addition of vectors.
AB - In this article we investigate the effect of: 1) the context, and 2) the position of the vectors, on 2D vector addition tasks. We administered a test to 512 students completing introductory physics courses at a private Mexican university. In the first part, we analyze students' responses in three isomorphic problems: displacements, forces, and no physical context. Students were asked to draw two vectors and the vector sum. We analyzed students' procedures detecting the difficulties when drawing the vector addition and proved that the context matters, not only compared to the context-free case but also between the contexts. In the second part, we analyze students' responses with three different arrangements of the sum of two vectors: tail-to-tail, head-to-tail and separated vectors. We compared the frequencies of the errors in the three different positions to deduce students' conceptions in the addition of vectors.
KW - graphical vector addition
KW - isomorphic problems
KW - Vector addition
KW - vectors arrangements
UR - http://www.scopus.com/inward/record.url?scp=79951994332&partnerID=8YFLogxK
U2 - 10.1063/1.3515252
DO - 10.1063/1.3515252
M3 - Conference contribution
AN - SCOPUS:79951994332
SN - 9780735408449
VL - 1289
SP - 73
EP - 76
BT - 2010 Physics Education Research Conference, PERC
ER -