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Exploring Physics and Technology: A Study in Teaching Kinematics to Student-Athletes

Exploring Physics and Technology: A Study in Teaching Kinematics to Student-Athletes

Loraine Snead, Yushaneen Simms
Copyright: © 2016 |Pages: 26
ISBN13: 9781466696167|ISBN10: 1466696168|EISBN13: 9781466696174
DOI: 10.4018/978-1-4666-9616-7.ch014
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MLA

Snead, Loraine, and Yushaneen Simms. "Exploring Physics and Technology: A Study in Teaching Kinematics to Student-Athletes." Improving K-12 STEM Education Outcomes through Technological Integration, edited by Michael J. Urban and David A. Falvo, IGI Global, 2016, pp. 311-336. https://doi.org/10.4018/978-1-4666-9616-7.ch014

APA

Snead, L. & Simms, Y. (2016). Exploring Physics and Technology: A Study in Teaching Kinematics to Student-Athletes. In M. Urban & D. Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration (pp. 311-336). IGI Global. https://doi.org/10.4018/978-1-4666-9616-7.ch014

Chicago

Snead, Loraine, and Yushaneen Simms. "Exploring Physics and Technology: A Study in Teaching Kinematics to Student-Athletes." In Improving K-12 STEM Education Outcomes through Technological Integration, edited by Michael J. Urban and David A. Falvo, 311-336. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9616-7.ch014

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Abstract

It is becoming increasingly important to incorporate engaging and relevant interactive technologies into the physics and general study curricula of K-12 students. Theoretical principles of kinematics can be brought to life by including complementary technologies and activities that require manipulation and construction of textbook knowledge. This chapter explores the use of Adidas Smart Ball technology, the Physics Education Technology (PhET) online simulation, and Apex Digital Learning in grades nine through twelve enrolled in a small private college preparatory academy. The chapter is centered on the development of a kinematics unit that encourages higher-order cognitive skills in the classroom by focusing on how a combination of technologies and non-technology modalities demonstrate Bloom's cognitive skills: remembering, understanding, applying, analyzing, evaluating, and creating. Furthermore, it is shown that the combination of all three technologies, rather than independent use of a singular technology, can achieve higher-order thinking in science. This was demonstrated through the culmination of the project with student-designed and -driven physics experiments. This chapter further supports the widely held belief that teachers should employ the interests and passions of students in the context of teaching STEM subjects.

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