Using graphs to represent physical phenomena in a fourth grade classroom

This study examined to what extent inquiry-based instruction supported with real-time graphing technology improves fourth grader\u27s ability to interpret graphs as representations of physical science concepts such as motion and temperature. This study also examined whether there is any difference between inquiry-based instruction supported with real-time graphing software and inquiry-based instruction supported with traditional laboratory equipment in terms of improving fourth graders\u27 ability to interpret motion and temperature graphs. Results of this study showed that there is a significant advantage in using real-time graphing technology to support fourth graders\u27 ability to read and interpret graphs