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https://doi.org/10.3938/NPSM.69.508
Implementation of Model-Based Inquiry Utilizing Lego Blocks: A Case Study of Fidget Spinner
New Phys.: Sae Mulli 2019; 69: 508~518
Published online May 31, 2019;  https://doi.org/10.3938/NPSM.69.508
© 2019 New Physics: Sae Mulli.

Yong Wook CHEONG*

Department of Physics Education, Gyeongsang National University, Jinju 52828, Korea
Correspondence to: ywcheong@gnu.ac.kr
Received February 20, 2019; Revised April 18, 2019; Accepted April 29, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Lego blocks have been noted as a teaching tool for effective teaching, primarily, in the context of engineering education. In this study, we explored the educational application of Lego blocks in the context of physics education. For this purpose, we proposed a method to change the center of mass or moment of inertia in a controlled manner by using Lego blocks. We also discuss combining Giere's model-based inquiry model with LEGO blocks. Based on this, by focusing on the case of the fidget spinner, we illustrate that implementing a teaching and learning program that deeply explores the physics principles hidden in mechanics phenomena is easy. Finally, we discuss some issues related to the use of Lego blocks in the context of physics education.
PACS numbers: 01.40.Fk, 01.50.Wg
Keywords: Lego, model-based inquiry, fidget spinner


May 2019, 69 (5)
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