Transparencias de la charla que se impartirá en el congreso GIREP que se celebrará en julio de 2017 en Dubli

González Delgado, Manuel Ángel

González Rebollo, Miguel Ángel

Gómez, Alfonso

Ruiz Requies, Inés

Repositorio Documental de la Universidad de Valladolid

Use of Smartphones in High School PhysicsTeaching to Improve Learning and MotivationManuel Á. González, Inés Ruiz, Miguel Á. González & Alfonso Gómezmanuelgd@termo.uva.eshttp://apprendiendofisica.blogspot.com.esUniversity of Valladolid (Spain)GIREP-ICPE-EPEC 2017Dublin (Ireland), July 3 – 7 2017Outline1 Introduction2 Work with High School Students3 Work with High School TeachersIntroductionShortage of STEM students?Different factors influence the choice of science subjects: socioeconomic,person of influence, teaching quality, careers, ...Intrinsic factors seem to dominate over other factors: student’s interest ina subject, their performance in it and the need for choosing subjects thatwill be useful in their careersImproving student’s attitude towards physics will imply making theminteresting.We must also search for tools to improve students’ results.M.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 3 / 19IntroductionIn this work we want to study the influence of using mobile devices inteching physics.These mobile devices are rich in built-in sensors that can be used in physicsexperiments.How does students and teachers see the use of these devices to learnphysics?Difficulties, advantages and disadvantages?M.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 4 / 19IntroductionHere we show preliminary results of our work with:Students: (16 years old) in a normal baccalaureate. Short talks andautonomous work.Students: (17 years old) in a STEM reinforced baccalaureate. Guidedwork, discussions, autonomous work.Teachers: Short talks and survey.Teachers: Talks, guided work, discussions, work with students, surveys.M.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 5 / 19Students: Normal BaccalaureateSurveyTalk with demostrationsStudents’ work in groups (two weeks) with some assistanceM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 6 / 19Experiment with 22 students: 16 years old, 13 boys and 9 girlsStudents: Normal Baccalaureate, survey0102030405060708090100Use of smartphone in the classroom?Use of smartphone outside the classroom?Do you know it has sensors?Use of sensors to measure physical data?% of totalYesNoM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 7 / 19Experiment with 22 students: 16 years old, 13 boys and 9 girlsClassroom: search for information,use of some apps.Outside: search for information.Sensors: sport measurements.Students: Normal Baccalaureate, experimentsResults17 students worked with the smartphone (8 boys and 9 girls)Groups of 2 to 4 studentsMeasurements: acceleration in an elevator, circular movement,pendulum, parabolic movement.In general, the students’ work should have required more supervision tohelp them obtain more complete results.The use of the smartphones motivated those students that were moreinterested in physics, while the rest tended to do the minimum required.What could we have obtined if we would have done more experiments oncethey learned the technique and what we expected?M.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 8 / 19Experiment with 22 students: 16 years old, 13 boys and 9 girlsStudents: Scientific Baccalaureate, structureWork already developed for three running years (2014/15, 2015/16,2016/17).Structure:Approximately 15 two-hour sessions, nearly half of them face-to-faceand the other of autonomous work:Supervised: 1 Explanations of the experimental technique and toolsSupervised: 2-3 Supervised lab work with smartphonesAutonomous: Several sessions performing experiments proposed by usSupervised: 2-3 Sessions for discussing results and improving theanalysisAutonomous: Experiments along students’ every-day activitiesFinal writing of a report describing all the experiments and discussingtheir resultsM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 9 / 19Students: Scientific Baccalaureate, examplesM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 10 / 19Teachers: Talks describing the use of smartphonesTalks including: importance of active learning, description of smartphonesensors, use of apps to acquire data, discussions on the teaching use of thesmartphone and examples of simple experiments:analysis of an elevator movementuniformly accelerated motioncircular motion, centripetal accelerationmeasurement of gravity acceleration (fall)simple pendulummagnetic field due to conductorsDoppler effect...M.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 11 / 19Teachers: Talks describing the use ofsmartphones, surveySurvey: 19 teachers of 5 different high schools0102030405060708090100Utility for learningImproves assimilation of knowledgeImproving understandingMore dynamical and interesting lecturesMore participative lecturesIncreases interaction teacher-studentIncreases interest in physics motivationIncreases collaborative work in the classroomIncreases collaborative work outside the classroomEasy for the studentsPossible use outside the classroomPossible use in classroomEstimated frequency of use% of totalLowMedium-LowMediumMedium-HighHighM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 12 / 19Teachers: Talks, lab work and work with studentsM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 13 / 1913 teachers from 11 different high schoolsFour two-hour sessions:1st session: Theoretical fundamentals and demostrations of simpleexperimentsOne week gap for personal work2nd session: Teachers’ practical work with smarphonesand discussion of their personal workOne week gap for personal work3rd session: Teachers’ practical work with smarphonesand discussion of their personal workThree weeks gap for work with students4rd session: Discussion of their work with studentsTeachers: Talks, lab work and work with students0102030405060708090100Do you know the smartphone has sensors?Use of smartphone in teachingImproves assimilation of knowledgeImproving understandingMore dynamical and interesting lecturesMore participative lecturesIncreases interaction teacher-student% of totalLowMedium-LowMediumMedium-HighHighM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 14 / 1913 teachers from 11 different high schools: Initial surveyTeachers: Talks, lab work and work with students0102030405060708090100Improves assimilation of knowledgeImproving understandingMore dynamical and interesting lecturesMore participative lecturesIncreases collaborative work in the classroomIncreases interaction teacher-student% of totalLowMedium-LowMediumMedium-HighHighM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 15 / 1913 teachers from 11 different high schools: Final surveyTeachers: Talks, lab work and work with students020406080100LowMedium-lowMediumMedium-highHighLowMedium-lowMediumMedium-highHighLowMedium-lowMediumMedium-highHighLowMedium-lowMediumMedium-highHighLowMedium-lowMediumMedium-highHigh% of totalFinalInitialFinalInitialFinalInitialFinalInitialFinalInitialIncreases communication teacher-studentsMore participative lecturesMore dynamical lecturesImproves understandingImproves assimilationM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 16 / 1913 teachers from 11 different high schools: ComparisonTeachers: Talks, lab work and work with students020406080100LowMedium-lowMediumMedium-highHighLowMedium-lowMediumMedium-highHighLowMedium-lowMediumMedium-highHighLowMedium-lowMediumMedium-highHighLowMedium-lowMediumMedium-highHigh% of total17-1814-1617-1814-1617-1814-1617-1814-1617-1814-16Help understanding physical concepts?Is it easy to use the smartphone in experiments?Do you want more activities like this?Is this a more attractive learning technique?Do you use smartphone in classroom to learn?M.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 17 / 19167 students of 7 different high schools (112 14-16 y.o., 55 17-18 y.o.)Conclusions:Conclusions:Students and teachers are interested in this techniqueTeachers: this technique allow more participative learning andincreases students interestTeachers: difficulties due to wrong use of the smartphones and higheramount of workThe students work with the smartphone gives good results if thestudents are guided and supervised. The only use of the smartphonedoes not produce magical resultsNext work:More students and more teachersQuantitative measurement of learning resultsM.Á. González (U. Valladolid) Smartphones in High School Physics GIREP 2017 18 / 19Use of Smartphones in High School PhysicsTeaching to Improve Learning and MotivationManuel Á. González, Inés Ruiz, Miguel Á. González & Alfonso Gómezmanuelgd@termo.uva.eshttp://apprendiendofisica.blogspot.com.esUniversity of Valladolid (Spain)GIREP-ICPE-EPEC 2017Dublin (Ireland), July 3 – 7 2017

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