Speakers
Description
In our workshop we provide secondary school physics teachers with an insight into the effective usage of Arduino for teaching kinematics. With Arduino-based classroom measurements, we aim to enhance students knowledge, while we provide with an action-oriented learning process, which contributes to competency development and plays an important role in the improvement of students’ attitude towards physics.
Instead of teacher-centred, frontal education, our method gives the opportunity to students to get completely involved in the work processes. Students learn and deepen the required knowledge through measurements conducted in small groups. Student activities are supported by worksheets designed based on the competence-developing, knowledge transfer-based learning methodology, we designed [1]. These guide students in a controlled way on the path of scientific knowledge. If students actively engage in the process of scientific discovery during physics classes through well-structured classroom activities — such as conducting measurements — their critical thinking skills and professional competencies will improve. Students become familiar with a phenomenon while collecting data with Arduino-controlled sensors and learn to describe it qualitatively and quantitatively.
Based on the principles of TPACK (Technological Pedagogical Content Knowledge) [2], we provide the students with guided, experiential learning, in which the goal is to learn and deepen a physical concept (e.g. velocity) while working in groups on classroom measurements. The work is guided by the teacher, supported by worksheets, containing tasks and questions that guide the students step by step along the logical path, ensuring that they acquire the necessary knowledge during their active involvement. Arduino as a digital device only serves as a tool in the process.
The guided learning involves conducting measurements, analysing data, and solving graph-interpretation tasks. We relied on DIKOLAN framework [3] during the formulation of the exercises.
Colleagues participating in the workshop can get acquainted with the methodological foundations and frameworks of the designed action-oriented activities, and carry out the measurement designed for students: they can investigate the motion of Thomas, the toy tank engine, using an ultrasonic wave sensor.
The teaching material and worksheets to be presented were tested among 7th graders. The competency-developing learning process that encourages active work contributes appropriately to the development of students' physics knowledge, and due to its motivating effect, it also increases the attitude towards physics [1].
References:
1. Schnider, D. & Hömöstrei, M. (2024). Arduino-supported kinematics measurements. Physics Education. 59(5).
2. Kurt, S. (2018). TPACK: Technological Pedagogical Content Knowledge Framework. Educational Technology.
3. © 2020 Workgroup Digital Core Competencies. http://dikolan.de/
| Contribution categories - primary focus | Primary and secondary school |
|---|---|
| Contribution categories - type | Application (shared experience, activity suggestions) |
