How People Learn:
Brain, Mind,
Experience, and School
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BOX 9.3
The Use of ThinkerTools in Physics
Instruction
The ThinkerTools Inquiry Curriculum uses an innovative software tool
that allows experimenters to perform physics experiments under a variety
of conditions and compare the results with experiments performed with
actual objects. The curriculum emphasizes a metacognitive approach to
instruction (see Chapters 2, 3, and 4) by using an inquiry
cycle that helps students see where they are in the inquiry process,
plus processes called reflective assessment in which students reflect on
their own and each others' inquiries.
Experiments conducted
with typical seventh-, eighth-, and ninth-grade students in urban,
public middle schools revealed that the software modeling tools made the
difficult subject of physics understandable as well as interesting to a
wide range of students. Students not only learned about physics, but
also about processes of inquiry.
We found that, regardless of their lower grade levels (7-9) and
their lower pretest scores, students who had participated in
ThinkerTools outperformed high school physics students (grades 11-12) on
qualitative problems in which they were asked to apply the basic
principles of Newtonian mechanics to real-world situations. In general,
this inquiry-oriented, model-based, constructivist approach to science
education appears to make science interesting and accessible to a wider
range of students than is possible with traditional approaches (White
and Fredericksen, 1998:90-91).
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