Error-based Simulation in Dynamics and Its Evaluation in Junior High School

Abstract

This paper reports on the practical use of Error-based Simulation (EBS) for learning dynamics in a junior high school. EBS is simulation generated from learners’ erroneous answers. Differences between simulations showing correct phenomena and EBS showing unusual phenomena promote learner awareness of errors. Previously, we implemented EBS for learning about normal reaction forces in statics problems, and confirmed that EBS was effective for learners’ self-correction of errors. In that problem, however, visualization of errors is easy because a correct simulation is always motionless. In this research, we implemented EBS for a dynamics problem, and put it into practical use in a junior high school. Because errors can be visualized as unexpected motion, this is an important generalization of EBS. The learning effect of EBS in dynamics problems was evaluated by comparing the results of pre-tests, post-tests, and delayed post-tests between two classes, a experimental class where students learned with the EBS and a control class where students learned as usual. The results suggest that EBS is also useful in dynamics problems.