نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش علوم تجربی، دانشگاه فرهنگیان، پردیس علامه امینی، تبریز، ایران
2 گروه آموزش فیزیک،دانشگاه فرهنگیان، صندوق پستی889-14665 تهران،ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study was designed and implemented to investigate the dependence of linear momentum on the two fundamental variables of mass and velocity within a virtual educational environment, utilizing the powerful Interactive Physics simulator (version 9.0). The primary objective was not only to verify the mathematical relationship P=mvP=mv in a simulated setting, but also to examine whether an inquiry-oriented, technology-enhanced learning environment could promote deeper conceptual understanding and scientific reasoning among students. The research was guided by the question of how systematic manipulation of physical variables in a dynamic simulation influences learners’ comprehension of proportional relationships in classical mechanics.
The central instructional framework employed in this study was Inquiry-Based Science Education (IBSE), grounded in constructivist learning theory. According to this perspective, knowledge is actively constructed through experience, exploration, and reflection rather than passively received. Within this framework, students were encouraged to observe simulated physical phenomena, formulate hypotheses regarding the relationship between mass, velocity, and momentum, test their predictions through controlled experimentation, and interpret the resulting data. Instead of memorizing the momentum formula, learners discovered the linear and proportional nature of the relationship by directly manipulating variables and analyzing graphical and numerical outputs generated by the software.
The statistical population consisted of 32 ninth-grade male high school students during the 1404–1405 academic year. A quasi-experimental pre-test–post-test design with a control group was employed to evaluate the effectiveness of the intervention. The experimental group participated in structured simulation-based inquiry sessions, while the control group received conventional instruction. Data collection instruments included a researcher-developed conceptual test measuring understanding of linear momentum, problem-solving items assessing analytical reasoning, and a qualitative observation checklist designed to capture levels of engagement, collaboration, and inquiry behaviors. Content validity was confirmed by physics education experts, and reliability coefficients were calculated to ensure measurement consistency.
The research procedure involved clearly defining the problem, formulating hypotheses grounded in classical mechanics principles, designing guided simulation scenarios, systematically manipulating mass and velocity variables, recording quantitative outcomes, and analyzing data using descriptive statistics and inferential methods to compare pre- and post-test performance.
Findings indicated that linear momentum demonstrates a direct and strictly proportional relationship with both mass and velocity; doubling either variable, while holding the other constant, resulted in a corresponding doubling of momentum. The simulation outputs were fully consistent with theoretical predictions of classical physics. Furthermore, qualitative findings revealed improved conceptual clarity, reduced intuitive misconceptions, enhanced scientific reasoning skills, and significantly greater student motivation and active participation. Overall, the study highlights the effectiveness of integrating interactive simulation technologies with inquiry-based pedagogical strategies in fostering meaningful and durable learning of foundational physics concepts.
کلیدواژهها [English]
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