Projectile Motion In Studio Physics And The Traditional Lecture: A Comparative Study

Computers have long been thought to improve physics education research but have been so slow to integrate into the classroom for conceptual understanding. This study reports on the advantages and experiences with the Studio Physics, Engineering Physics, which utilizes technology for students to build conceptual models. The approach utilizes the power of interactions with peers, materials and own ideas to move into higher levels of thinking. The computer and related technological materials are handy in situations involving simulations, data acquisition and analysis. The study documents, the pedagogical content knowledge, the assessment strategies and the tools used are employed at both Kansas State University and the University of Zimbabwe, and the A-Level course in Zimbabwe, in comparing the two systems of education in training of conceptual skills, including Zimbabwe teacher training. Recommendations are made to the Zimbabwe education system as viewed against the benefits of the Studio Physics at K-Stage.