Graph in Physics Education: from representation to conceptual understanding

The language of science is an integration of different representation instruments, including words, pictures, equations, graphs. Graphs have a fundamental role in physics and in physics education. A wide literature in physics education evidenced the difficulties of students in reading, constructing, interpreting graphs. The use of sensors connected to the computer opened new learning opportunities in that area of concern, aimed at constructing physics concept and developing graphing competencies. Two studies will be discussed regarding the role of graphs acquired in real time for learning. The first study regards students aged 15-16 exploring motion with sonar ranger sensor. Their learning is compared with those of first year university students and a group of prospective middle school teachers. The second study concerns secondary school students learning by analyzing light diffraction pattern acquired with sensors. Students were involved in inquiry based laboratories following the suggestions of a research based educational proposal concerning the specific topic considered. Monitoring the students’ learning path with tutorials, it was possible to highlight the role of real time graphs and of the active learning environment: for developing graphing skills and competencies; for connecting the processes underlying the phenomenon observed and the specific features of the graph acquired in real time; for promoting the construction of the capability to attribute physical meaning to the formalism; for activating conceptual models of processes and phenomena