The Art of Physics: Using Cartooning to Illustrate Newton's Laws of Motion
2008; Taylor & Francis; Volume: 75; Issue: 9 Linguagem: Inglês
ISSN
1943-4871
Autores Tópico(s)Educational Games and Gamification
Resumo[ILLUSTRATION OMITTED] As a ninth-grade physical science teacher, I find that a majority of my students--while bright and eager to learn--struggle with both the algebraic concepts and major ideas that govern Newton's laws of motion. To make learning these concepts less task-oriented and more enjoyable, I developed lessons that allow students to construct and express their understanding of these ideas through cartooning. This article describes cartooning as an alternative activity in high school physical science, where students are able to demonstrate understanding of Newton's laws of motion through cooperative learning and differentiated instruction. Conceptualizing abstract ideas It is not surprising that ninth-grade students struggle with algebra and Newton's laws of motion--people in this age group, according to Piagetian theory, are often in the middle of a transition from concrete operational to formal operational thought (Goldhaber 2000, p. 214). They are capable of recognizing several variables at once, but are unable to systematically isolate or logically conclude which is the causative agent. Even the above-average student has difficulty conceptualizing the abstractions associated with mass, force, inertia, and acceleration. In addition, the application of algebra requires students to mathematically identify and manipulate variables, demonstrate an understanding of their relationship with one another, analyze word problems, apply the correct formulas, and make the appropriate connections between qualitative and quantitative concepts. Maximizing effectiveness The idea of using cartoons to teach the complexities associated with the laws of motion is not new to science educators. For example, resources such as The Cartoon Guide to Physics (Gonick and Huffman 1991), Conceptual Physics (Hewitt 1992), and Quantoons (Bunk, Eisenkraft, and Kirkpatrick 2006) are often used in physics classes. In addition, physics teachers I have worked with in the past have shown Looney Tunes cartoons in their classrooms, building meaningful lessons on how these clips defy the laws of motion (Road Runner and Wile E. Coyote's Crash Course 1993). Research supports the use of cartooning throughout each aspect of teaching physics concepts (i.e., warm-ups, content lectures, summative and formative assessments) (Keogh, Naylor and Wilson 1998; Perales-Palacios and Vilchez-Gonzales 2005). However, it should be noted that despite the advantages of this methodology, cartooning must be implemented in conjunction with other teaching presentations in order to maximize its effectiveness. For instance, cartooning should first be modeled by the teacher during lectures and laboratory investigations. It is helpful for both teachers and students to initiate drawing along with the introductory lessons of physics, in which there is a lot of emphasis on vector diagrams. Cartooning should not replace--but should instead enhance--frontal teaching, demonstrations, video clips, textbook readings, and interactive laboratory investigations. Implementing cartooning In my classes, it generally takes two to three periods to conduct the cartooning activity described in this section, which centers around Newton's laws. There is value, I believe, in first modeling cartooning for students, and then asking them to construct their understanding of Newton's laws by creating their own cartoons. To help students become comfortable with using drawings to better understand physics concepts, I begin by illustrating on the whiteboard (or modeling) many of the ideas associated with displacement, velocity, and acceleration. For example, stick figures of athletes playing soccer or football may be presented to explain the concepts associated with displacement, as I show change in direction and location on the playing field. Showing a diagram of a car traveling 35 km/hr, and then the same car traveling 35 km/hr with an eastward vector, demonstrates the difference between speed and velocity. …
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