Smartphone-Based Experimentation for Teaching Linear Motion in Primary Education
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The extensive accessibility of smartphones with sophisticated sensors has generated novel prospects for economical and genuine experimentation in physics education. This study examines the efficacy of a pedagogical intervention that incorporates the smartphone accelerometer and the Phyphox application into primary school education on linear motion. A quasi-experimental pre-test/post-test approach was conducted with 71 sixth-grade students who had not previously undergone experimental training regarding the link between velocity and acceleration. Students participated in guided inquiry activities utilizing a horizontal and inclined-plane apparatus, where real-time acceleration data were gathered and shown in Phyphox. A three-tier diagnostic test evaluated conceptual understanding by assessing topic knowledge, reasoning abilities, and confidence levels. Pre-test results indicated a significant frequency of alternative conceptions, especially about the locus of maximum velocity on an inclined plane, with numerous students demonstrating considerable confidence in erroneous beliefs. Substantial progress was noted in all learning metrics following the intervention. The percentage of pupils delivering entirely accurate and assured responses significantly rose, while the learning risk zone diminished by almost fifty percent. The results indicate that real-time sensor-based experimentation facilitates conceptual change by enhancing the link between physical motion and its graphical representation. The study demonstrates that smartphone-based experimentation is an effective, scalable, and pedagogically robust method for improving conceptual comprehension of kinematics in primary education.
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