Interpreting graphs using large language models in a middle school physics class
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Yuze He
[1]
;
Wanqi Yang
[1]
;
Yonghe Zheng
[1]
;
Yuqing Chen
[2]
;
Wenke Liu
[3]
;
Jingying Wang
[1]
-
[1] Beijing Normal University
Beijing Normal University
China
-
[2] Central China Normal University
Central China Normal University
China
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[3] Qingdao University
Qingdao University
China
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- Localización: The Physics Teacher, ISSN 0031-921X, Vol. 62, Nº. 9, 2024, págs. 794-795
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Students frequently encounter challenges in comprehending abstract physics concepts and principles. Visual aids, such as graphics, play a crucial role in facilitating understanding through their figurative nature. Smartphones have sensors that measure light, magnetic fields, and sound, turning abstract physics concepts into graphs on the screen. However, since these graphs include implicit information, understanding them needs strong graph comprehension skills, which can be tough for students. Large language models (LLMs) have emerged as a promising tool to assist students in decoding these graphs within the physics classroom context.1 This paper outlines a middle school physics lesson that consists of two core parts: (1) conducting experiments and collecting sound graphs using smartphones, and (2) interpreting the collected sound graphs with the guidance of LLMs. By interacting with LLMs, students can input graphs and receive immediate explanations, thereby enhancing their understanding of physics concepts, overcoming learning obstacles, and improving their cognitive abilities. Additionally, classroom observations and interviews were used to gain insights into students’ experiences and performance when using LLMs for interpreting graphs in the physics classroom setting.
