ERIC Number: EJ1360755
Record Type: Journal
Publication Date: 2022
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-8655
EISSN: EISSN-1939-912X
Decontextualizing Velocity and Acceleration in a Concrete (and Sweet) Eating Activity
Janney, Benjamin A.; Sobotka, Alex J.; Kidd, Aaron E.
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v95 n5 p202-209 2022
Despite holding wide-ranging experiences with constant velocity and non-zero acceleration, students wrestling with physical science concepts struggle to demarcate the two distinct characteristics of motion. In fact, this prior experience and loose familiarity with associated terminology often act as an obstacle toward a deep and robust understanding of the distinction between velocity and acceleration foundational to meaningful learning of force and motion. Age-appropriate, decontextualized instruction serves to bypass these barriers as it engages students in analogous experiences divorced from science vocabulary that provide a concrete link for later science instruction.
Descriptors: Scientific Concepts, Physical Sciences, Motion, Experience, Familiarity, Barriers, Vocabulary, Physics, Teaching Methods, Science Instruction, Food, Learning Activities, Data Use, Graphs, Concept Formation, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Middle School Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A