Re: [Phys-l] [PHYSHARE] Simulations and Computer Homework Problemsfor Freshman and Sophomores - Visualization

[DMathies@tulsacc.edu]

Do you remember the citation of the study? I have heard of this study from 
other sources but have not read the study itself. If you could give me a 
line to hunt it down I would appreciate it.

Don Mathieson
Tulsa Community College
dmathies@tulsacc.edu




"John Clement" <clement@hal-pc.org> 
Sent by: phys-l-bounces@carnot.physics.buffalo.edu
12/15/2011 12:30 AM
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Forum for Physics Educators <phys-l@carnot.physics.buffalo.edu>


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Subject
Re: [Phys-l] [PHYSHARE] Simulations and Computer Homework Problemsfor 
Freshman and Sophomores - Visualization






Visualization is certainly necessary, but the distinction between visual 
and
auditory learners is not very important.  The learning preference has been
often touted as requiring that information be presented in multiple ways 
to
satisfy all learners.  But this has been disproven.  They tested students
for their learning preference and then ran two experiments back to back. 
In
the first one all information was presented auditorily, and then tested.
The second one presented all information visually, and then tested.  The
results were that students preference did not matter.  Auditory and visual
learners learned the same no matter the mode of presentation.

But that being said, the mode of presentation is critical depending on the
type of material you present.  For example a picture of a cat is much more
potent than a description when you wish to acquaint someone with a cat who
has never seen one.  But descriptions can also be more potent than 
pictures
in certain situations.  Ronald Regan used stories which were very potent,
but often untrue, and people believed them.  It would be difficult to make
an equivalent video.  In physics we know that kinesthetic learning can be
very potent.  If you can get students to mimic the motion with their hands
they tend to understand it better.  Very young children can learn that
zig-zag paths are longer than straight ones if they hop it or two of them
walk the paths, while descriptions and lecturing does not work at all.  Of
course this is something they learn later automatically.

I don't think that this test is a valid test of learner preference.  This 
is
a case where the demo is clearly more potent than the description.  BTW
pictures with people in them are the kiss of death when trying to show
physical effects.  Students look at the people rather than the effect 
being
demonstrated.  Mazur has a video on this.

John M. Clement
Houston, TX

> > > Visualization is so critical from most people
> > > point of view.
> > >
> > > Want to know if your students are visual or
> > > auditory leaners?
> > Face your students.
> >
> >
> > Make an "ok" sign with your thumb and right index finger.
> >
> > Draw attention to the "ok" sign as you show it to your students.
> >
> > With all looking give the following direction.
> >
> > Place it to you chin (as you put yours to the side of your face).
> >
> > Observe closely how the students respond.
> >
> > Almost all students place their "ok" sign to their chin indicating 
> > their visual awareness was dominant here.

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