Open Source Software in Teaching Physics: A Case Study on Vector Algebra and Visual Representations.

This study aims to report the effort on teaching vector algebra using free open source software (FOSS). Recent studies showed that students have difficulties in learning basic physics concepts. Constructivist learning theories suggest the use of visual and hands-on activities in learning. We will report on the software used for this purpose. The effect of FOSS on students understanding of vector algebra was determined by a non-equivalent control group design. A total number of 113 freshman students from two classes of introductory level physics courses were involved. The experimental group's students learning processes were supplemented by instruction utilizing FOSS while the control group was taught in traditional manner. A significant difference in students’ performance was found that could be attributed to the treatment. Consequently, visualization of vector and related concepts by FOSS simulations helped students to understand them well and contributed to shorten the time needed to learn these concepts. 1. INTRODUCTION Teaching and learning is a complex process which is being studied intensively. Important studies regarding human learning effects learning theories especially those related to school learning. Learning models based on are now being scrutinized. Many problems have been identified with traditional teaching approaches which was based behaviorism. In traditional teaching, the teacher is the authority and the students are passive learners. This type of structure favors the world view of “one type correct” answers even to complex problems (e.g. Environment & pollution), and has an elitist approach towards students. While some students are able to perform and solve complex problems in physics they fail to apply basic knowledge in novel situations (Driver et al., 1994). Recent theories focusing on the nature of learning promote the constructivist theory. This theory arose out of Piaget's works in developmental psychology. Briefly constructivism regards the learning processes as a continuous construction and reconstructions of concepts. Throughout these procedures the students are actively involved in their own learning processes. Students are put into a situation where an engaging environment is being created by stimulating, challenging, and provoking the interest of the students. Teaching strategies should be structured in such a way that the students are active participants and the teachers act more as a guide rather then the all knower. Constructivist teaching and learning theories emphasize that teaching should be build around open ended problems where students are allowed to explore different paths to reach desired conclusions. Another important factor to consider is that learning takes place in social environments. Therefore, peer interaction is viewed as an essential component in cognitive development (i.e., learning) Feltovich et al. (1996). Accordingly, contemporary learning theories in education, emphasize the need to provide the learners with a variety of learning opportunities. These environments should also include the possibility of peer interaction and collaboration opportunities. 2. RATIONALE Reaching a meaningful understanding of Vectors is essential to be able to learn the concepts presented in physics, algebra and geometry. In physics, vectors are defined as physical quantities that have both magnitude and associated direction to it. Displacement, velocity, acceleration, force, momentum, and impulse are all examples of vectorial quantities. Unlike scalar quantities such as temperature, mass, time, energy, power, and work, the mathematical manipulation of vectors is somewhat more complicated. For a typical introductory mechanics course the topics to be studied include areas such as kinematics, dynamics and Newton’s Law of motion, work and energy, impulse and momentum, and rotational motion. In order to reach a sound understanding of the concepts presented in these topics a basic understanding of vector algebra is also needed.