Scaffolding and Simulation-Based Learning for Addressing Projectile Motion Misconceptions

Scaffolding and Simulation-Based Learning for Addressing Projectile Motion Misconceptions

This research investigates the effectiveness of a scaffolding approach combined with simulation-based learning (SBL) in addressing students' common misconceptions about projectile motion. The study explores how this method can improve student understanding and reduce errors related to concepts such as the independence of horizontal and vertical motion, the parabolic trajectory, and the influence of air resistance.

The research design involves a control group that receives traditional instruction and an experimental group that receives the SBL-assisted scaffolding approach. Both groups are assessed using pre- and post-tests, and the results are analyzed to compare the effectiveness of the two methods. The scaffolding approach provides students with guided support and gradually releases control as they progress through the learning process. The SBL component allows students to interact with simulations that visually represent projectile motion, enabling them to test hypotheses and explore concepts in a hands-on manner.

The findings of the study demonstrate that the SBL-assisted scaffolding approach is significantly more effective than traditional instruction in addressing students' misconceptions about projectile motion. Students in the experimental group showed greater improvement in their understanding of the key concepts and exhibited fewer errors in their problem-solving abilities. These findings highlight the potential of this integrated approach to enhance physics education and provide students with a deeper understanding of projectile motion.