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Procedia - Social and Behavioral Sciences 116 (2014) 4617 4621

5th World Conference on Educational Sciences - WCES 2013

Teaching / Learning mechanics in high school with the help of

Dynamic software
El Hassan El Hassouny, Fatiha Kaddari, Abdelrhani Elachqar, Anouar Alami
*Laboratoire de Didactique, d Innovation PEdagogique et Curriculaire (LADIPEC)
Facult des Sciences Dhar El Mahraz - Universit Sidi Mohamed Ben Abdellah- Fs
Fs Atlas - Fs - Morocco

Abstract
The integration of Information Technology and Communication (ICT) in education is no longer a pedagogical luxury but a
search of the compliance of human learning environments with the experiences of current students. Based on this observation, the
physics teachers increasingly use the tool to overcome the difficulties associated with the experimental method. In this work, we
conduct an experiment teaching / learning mechanics using free software mechanics (Dynamic) for students of third year high
school sciences physical sciences experimental option. The results are very promising: firstly, students rose significantly during
summative assessments and secondly, they were more motivated in the performance of tasks.
Selection
and peer
review
under the by
responsibility
of Prof.
Servet
Bayram
2013 The
Authors.
Published
Elsevier Ltd.
OpenDr.
access
under
CC BY-NC-ND license.

Selection
and/or
peer-review
under
responsibility
of Academic
World Education and Research Center.

2013 The
Authors
Published
by Elsevier
Ltd. All
rights reserved
Keywords: ICT, Dynamic;

1. Problematic
Generally, students evolving in a classroom in a multimedia environment are more motivated and enthusiastic in
learning activities and therefore more committed to their relationship to knowledge, which is in one's favour of the
understanding and the acquisition of knowledge (Dawson et al., 2006) (Lim., 2007) (Hennessy et al., 2005)
(Markauskaite., 2007) (McFarlane and Sakellariou., 2002 ) (Ainsworth., 1999) (Galili., 1996) (Bodemer et al., 2005)
(Lowe., 2003) (Ortega-Tudela and Gomez-Ariza., 2006) (Laura Monica Gorghiu. , 2011), (H. Shing, 2012).
Thus, to overcome obstacles and difficulties related to the experimental approach, to scientific reasoning, to
problem solving and mathematical tool in the learning of physical science teachers rely more and more on
instructional sequences integrating ICTs, especially the experimental nature of physics seems to be better
approximated by the activities of computer simulation (Jimoyiannis and Komi., 2001) (Meir et al., 2005) (Stern et al
., 2008) (Zacharie., 2007) (Nico Rutten., 2012) and (KC Trundle and RL Bell., 2010) (McKagan et al., 2009)
(Baltzis and Koukias., 2009) (Martinez-Jimenez et al., 2003). According to cognitive psychology, the simulationmodeling mechanisms are fundamental to understanding because the skills for simulation closely related to those of
the model are innate in all intelligent beings (Alan Kelsen.,2002). "From a cognitive point of view, the model in the
computer becomes an entity to the user at least as real as any other phenomenon or system as it reacts as if it had an
Corresponding Author: El Hassan El Hassouny Tel: 123476173
E-mail: hassanhassanouny@gmail.com

1877-0428 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.

Selection and/or peer-review under responsibility of Academic World Education and Research Center.
doi:10.1016/j.sbspro.2014.01.995

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El Hassan El Hassouny et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4617 4621

independent existence, since any action exerted by the user leads to a reaction to real-time model in the form of
information appearing on the screen " (Hebenstreit J. 1992).
From didactic point of view, computer simulation can offer significant potentials as it offers opportunities
experiments on the model. In fact, it is now universally accepted that every learner discusses his apprenticeship with
a thought process embodying a number of explanatory models of reality as he sees it. These models are not
necessarily consistent with the objectives of lessons and sometimes they reveal in stark contrast to scientific thought
(Viennot,L. 1996) (Giordan, A. De Vecchi, G.1994). Simulation as a search procedure on a phenomenon or on the
model to study permit to compare models of students to experimental reality. It can be the support of relevant
activities to promote the linking of material reality and the interpretation of physics in terms of theory and model,
which favors an efficient learning (Tiberghien A. 1997) (Vince J. and Tiberghien A. 2000).
Thus, it has been shown that:

Knowledge made to a learner's employment status is best acquired simulation (Beaufils D.2000) (Beaufils
D.2000) (Nico Rutten, et al . 2012) (Kuo-En Chang, et al. 2008) (Zacharias C. Zacharia, Georgios
Olympiou.2011) (M.J. Duran, S. et al. 2007).

Approximate theories and models in a simulation environment are more easily adopted by students
(Beaufils D.2000) (Beaufils D.2000) (Nico Rutten, et al . 2012) (Kuo-En Chang, et al. 2008) (Zacharias
C. Zacharia, Georgios Olympiou.2011) (M.J. Duran, S. et al. 2007).

Simulation activities in the classroom promote motivation (Beaufils D.2000) (Beaufils D.2000) (Nico
Rutten, et al. 2012) (Kuo-En Chang, et al. 2008) (Zacharias C. Zacharia, Georgios Olympiou.2011) (M.J.
Duran, S. et al. 2007).
More specifically, the simulation activities in a teaching sequence in mechanics may promote the construction of
meaning and activity modeling of objects and processes (Zacharias C. Zacharia, Georgios Olympiou.2011). Thus,
in this discipline, they been developed many resources: software and tutorials with the aim of consolidating concepts
in training or autonomous and interactive further training (Buty C.2000) (Beaufils D. and Ramage M.-J.2004) (Buty
Christian. 2001) (Buty Christian.1997) (Buty c. and Gaidoz.p. 1998) (Buty C. 2003).
In this work, to test whether computer simulation activities can help students overcome difficulties in mechanics,
we propose to conduct an educational experience that consists of a sequence of teaching software via Dynamic
mechanical.
This software allows the production of a variety of activities: motion simulation and study of equilibrium. It
allows to study the action of one or more fields (gravity, electrical, magnetic), the action of forces over time
constants (weight, reaction of a support, tension of a yarn ...), the action of variable forces with time (friction forces,
spring tension, gravity, electric force). Dynamic study also allows video recording of movements, either as avi or
mpg or as sequences of images in bmp, jpg ... The image processing module also allows to study chronophotography
one, or to determine the distance between two points of a digital photograph and thereby calculate a single surface
involving this distance. This simulation software was developed by a physicist (Jacques Prieur). We thought that
teaching based on the passion of students for tool could boost their motivation and thus promote more effective
learning. So we thought planning experimental sessions via Dynamic will help to overcome these obstacles and
improve student outcomes. These two hypotheses are formulated as follows:
H0: "the use of the software product has no effect on student achievement"
H1: "the use of the software produces a positive effect on student achievement"
2. Methodological approach
The starting point was the assumption commonly shared by researchers stating that several conditions are
necessary for optimizing learning using computers. The positive effects of these tools are dependent on quality
content and appropriate pedagogy (Ring G. and Mathieux G. 2002). In this context, the social constructivist
approach should be preferred, clearly defined learning objectives, learners and teachers trained in the tool ...
Before shutting down the steps to follow, we ensured that students are introduced to digital environments. Thus,
in the pedagogical scenario established, the six teaching sessions of two hours each set, two were dedicated to

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4619

training on the use of computer software and Dynamic. It should be noted that to strengthen the training, we
encouraged students to get involved in their self formation by providing a guide to the software. These students
therefore had the opportunity to deepen their knowledge at their own pace outside institutional meetings.
Furthermore, in order to encourage students to manage their learning, we developed workshop plan with welldefined stages of progression and operational objectives clear and well described for each.
At the end of the sessions, the summative evaluations, students were subjected to a test of knowledge. Issues as
QCM focused on the following concepts:

The law of universal gravitation

Kepler's Laws

movements of satellites

The geostationary movements of the planets

Newton's second law applied to the center of inertia.
Subsequently, we proceeded to compare the results obtained by these students with those of the control sample
using recognized statistical methods such as the mean and the "t" test of STUDENT.
2.1. Sample
The subject of the study population consists of two groups of 15 students aged 17 to 19 years old, third year high
school level sciences physical sciences experimental option. The first group completed the mechanics course in
traditional conditions; it is therefore the control group. The second group is the experimental sample has completed
the mechanics course using the product Dynamic. During these sessions, the students were divided into 1 student per
PC and the teacher had a PC for support and guidance.
3. Analysis of results
Student scores are reported in the table below:
Table 1: students' grades
Experimental Group

Control group

difference

Students

Points

Students

Points

E1

18

ET1

16.25

1.75

E2

15

ET2

11

E3

20

ET3

14.75

5.25

E4

11.5

ET4

20

-8.5

E5

20

ET5

15.75

4.25

E6

17

ET6

13.25

3.75

E7

20

ET7

14.5

5.5

E8

17.5

ET8

17

0.5

E9

20

ET9

12

E10

16

ET10

15

E11

20

ET11

10.5

9.5

E12

11.5

ET12

16

-4.5

E13

15.5

ET13

12

3.5

E14

20

ET13

12.5

7.5

E15

17.5

ET15

13

4.5

Mean T1

17.3

Mean T2

14.233

T1 T2 =3.0666

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El Hassan El Hassouny et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4617 4621

It appears from the results that the mean of students in the experimental group was significantly higher than the
control group, the difference being of the order of 3.07. To check whether this difference is significant positive
therefore large enough to reject the null hypothesis, we used the "t" test for STUDENT (Gagn G. Lazure R.
Sprenger-Charolles L. and Rop F. 1989) (Gingras F P. 1997) (Gilbert Norma Ph D. 1976) (Louis Dhainaut.
1975). The results are presented in Table 2
Table 2: Test for paired samples
paired differences
Mean

standard
deviation

error
standard
Mean

lower
3.0666

4.665

1.204

Confidence interval 95% of the

difference

ddl

P value

top
0.4884

5.6436

2.54

14

0,0233

From Table 2, "t" has a value of 2.54 therefore much higher than 1.76 and p-value less than 0.05 is 0.0233. This
difference is very significant; it amounts to 95%. This allows us to reject the hypothesis H0 and accept the
hypothesis H1: Dynamic software integration in the learning sequences mechanics has a positive effect on students
learning.
In conclusion, we can say that the findings of this experiment are fully consistent with the different work done
around the world to know that ICT can bring added value to the activities of teaching and learning, if integration
class is accompanied by appropriate teaching methods and quality content well scripted.
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