Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks

In our pilot studies, we found that many introductory physics textbook illustrations with supporting text for sound standing waves of air columns in open-open, open-closed, and closed-closed pipes inhibit student understanding of sound standing wave phenomena due to student misunderstanding of how a...

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Autores principales:	Liang Zeng, Chris Smith, G. Herold Poelzer, Jennifer Rodriguez, Edgar Corpuz, George Yanev
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2014
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/9b6edc0e94d346488bfcf01447c9f3da
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spelling	oai:doaj.org-article:9b6edc0e94d346488bfcf01447c9f3da2021-12-02T11:51:45ZIllustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks10.1103/PhysRevSTPER.10.0201101554-9178https://doaj.org/article/9b6edc0e94d346488bfcf01447c9f3da2014-07-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.10.020110http://doi.org/10.1103/PhysRevSTPER.10.020110https://doaj.org/toc/1554-9178In our pilot studies, we found that many introductory physics textbook illustrations with supporting text for sound standing waves of air columns in open-open, open-closed, and closed-closed pipes inhibit student understanding of sound standing wave phenomena due to student misunderstanding of how air molecules move within these pipes. Based on the construct of meaningful learning from cognitive psychology and semiotics, a quasiexperimental study was conducted to investigate the comparative effectiveness of two alternative approaches to student understanding: a traditional textbook illustration approach versus a newly designed air molecule motion illustration approach. Thirty volunteer students from introductory physics classes were randomly assigned to two groups of 15 each. Both groups were administered a presurvey. Then, group A read the air molecule motion illustration handout, and group B read a traditional textbook illustration handout; both groups were administered postsurveys. Subsequently, the procedure was reversed: group B read the air molecule motion illustration handout and group A read the traditional textbook illustration handout. This was followed by a second postsurvey along with an exit research questionnaire. The study found that the majority of students experienced meaningful learning and stated that they understood sound standing wave phenomena significantly better using the air molecule motion illustration approach. This finding provides a method for physics education researchers to design illustrations for abstract sound standing wave concepts, for publishers to improve their illustrations with supporting text, and for instructors to facilitate deeper learning in their students on sound standing waves.Liang ZengChris SmithG. Herold PoelzerJennifer RodriguezEdgar CorpuzGeorge YanevAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 10, Iss 2, p 020110 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Liang Zeng Chris Smith G. Herold Poelzer Jennifer Rodriguez Edgar Corpuz George Yanev Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks
description	In our pilot studies, we found that many introductory physics textbook illustrations with supporting text for sound standing waves of air columns in open-open, open-closed, and closed-closed pipes inhibit student understanding of sound standing wave phenomena due to student misunderstanding of how air molecules move within these pipes. Based on the construct of meaningful learning from cognitive psychology and semiotics, a quasiexperimental study was conducted to investigate the comparative effectiveness of two alternative approaches to student understanding: a traditional textbook illustration approach versus a newly designed air molecule motion illustration approach. Thirty volunteer students from introductory physics classes were randomly assigned to two groups of 15 each. Both groups were administered a presurvey. Then, group A read the air molecule motion illustration handout, and group B read a traditional textbook illustration handout; both groups were administered postsurveys. Subsequently, the procedure was reversed: group B read the air molecule motion illustration handout and group A read the traditional textbook illustration handout. This was followed by a second postsurvey along with an exit research questionnaire. The study found that the majority of students experienced meaningful learning and stated that they understood sound standing wave phenomena significantly better using the air molecule motion illustration approach. This finding provides a method for physics education researchers to design illustrations for abstract sound standing wave concepts, for publishers to improve their illustrations with supporting text, and for instructors to facilitate deeper learning in their students on sound standing waves.
format	article
author	Liang Zeng Chris Smith G. Herold Poelzer Jennifer Rodriguez Edgar Corpuz George Yanev
author_facet	Liang Zeng Chris Smith G. Herold Poelzer Jennifer Rodriguez Edgar Corpuz George Yanev
author_sort	Liang Zeng
title	Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks
title_short	Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks
title_full	Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks
title_fullStr	Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks
title_full_unstemmed	Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks
title_sort	illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks
publisher	American Physical Society
publishDate	2014
url	https://doaj.org/article/9b6edc0e94d346488bfcf01447c9f3da
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Illustrations and supporting texts for sound standing waves of air columns in pipes in introductory physics textbooks

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