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Arymbekov, B. S., K. M. Turekhanova, and S. K. Kodanova. "Advanced Physics Teaching Methodology Using Augmented Reality Application in Middle School." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 147, no. 2 (2024): 180–99. http://dx.doi.org/10.32523/2616-6895-2024-147-2-180-199.
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In modern times, immersive technologies are changing the methods of education beyond recognition in a short period of time. Among the immersive technologies, augmented reality technology is considered to have the most potential in teaching high school physics because it is the most convenient and accessible tool. However, there are still few teachers using AR directly in high school classrooms, so only a few students are taking advantage of AR's capabilities. Physics curricula are already overloaded. In addition, high schools typically lack resources to develop students' skills, so there is no time at all to use advanced technologies. This situation is further complicated by additional educational materials that do not cover the content of the academic subject. In this article, we explore the process of teaching middle school physics using an augmented reality application as an optimal way for students to learn. In our research with students from a number of secondary schools located in the rural district of Bayserke, we evaluate the applicability of augmented reality in teaching by using an augmented reality application for physics in secondary school. We will discuss how this proposed format works, and therefore consider the possibilities of incorporating it into established curricula, justifying its daily use in the classroom. We fully examine how the students who participated in the study enjoyed their lessons during this study and how they were able to improve their academic performance thanks to augmented reality technology. The methodology of teaching physics through the consumption of augmented reality application has played a major role in developing the students' skills. Hence, we prove that the proposed high school augmented reality application learning methodology is capable of teaching physics in a holistic and attractive way.
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Ziyatdinov, Sh G. "Advanced problems on laws of thermodynamics in high-school physics." Educational Physics 4 (2024): 12–23. https://doi.org/10.62957/2307-5457-2024-4-12-23.
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We discuss advanced problems on laws of thermodynamics, of standard and non-standard forms, and methods for their solution. We highlight that with careful analysis and thorough understanding of problems one can approach them solely using high-school mathematics.
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Marasco, David, and Bree Barnett Dreyfuss. "It’s Good to Be Popular in High School: A Look at Disparities in STEM AP Offerings in Northern California Public High Schools." Physics Teacher 60, no. 5 (2022): 335–37. http://dx.doi.org/10.1119/5.0037254.
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In 2018, in response to the proposed elimination of physics at a predominately Hispanic and socioeconomically disadvantaged (SED) high school, the Northern California/Nevada chapter of the AAPT investigated school demographics and their effect on physics offerings in public high schools in our region. As access was a key issue, the focus was on public, non-charter high schools, which are free to students and do not require winning a lottery for attendance. As reported previously, the data revealed that the percentage of Hispanic students and the percentage of SED students at a high school are highly correlated ( r2=0.60). Additionally, these factors could be used as predictors of a school’s physics offerings. To determine if the disparities in course offerings extended through other Advanced Placement (AP) STEM classes, the data were further analyzed, revealing that as the popularity of an AP exam drops, so do the relative odds of it being offered, when comparing schools with different demographics. A Northern California public high school student is much more likely to get a strong selection of AP STEM classes if his/her school serves an affluent, non-Hispanic student majority rather than mostly poor, Hispanic students.
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Gollub, Jerry P., and Robin Spital. "Advanced Physics in the High Schools." Physics Today 55, no. 5 (2002): 48–53. http://dx.doi.org/10.1063/1.1485584.
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Kohan-Mass, Judith, Basheer Dakwar, and Varda Dadush. "Israel’s Arab sector high schools." Gifted Education International 34, no. 3 (2018): 245–59. http://dx.doi.org/10.1177/0261429417754205.
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Despite the global decline in the number of girls who study science, technology, engineering, and mathematics (STEM) subjects, in Israel, gender differences of physics students are especially worrying. Although girls and boys in junior high school reach similar achievements in physics, the number of girls who study physics in high school is declining. However, an interesting picture emerges when we compare the Arab and Jewish sectors: Girls account for 30% of all high school students who study physics in the Jewish sector, compared to almost 60% in the Arab sector. Interviews with Arab high school students in an advanced physics program indicate that although girls face internal and external obstacles in patriarchic Arab society, they transform these obstacles into factors that motivate them to greater achievements, in order to gain self-confidence and a more stable, promising economic future in their society. These findings challenge conventional theories that explain the gender gap in STEM subjects.
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Whelan, R., and F. Espinoza. "A high school—sollege cooperative program in advanced placement physics laboratory." Physics Teacher 27, no. 3 (1989): 182–84. http://dx.doi.org/10.1119/1.2342711.
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Biton, Yaniv, Sapir Fellus, Dafna Raviv, and Osnat O Fellus. "Yours Virtually: Advanced Mathematics and Physics in the Israeli Virtual High School." Interdisciplinary Journal of e-Skills and Lifelong Learning 13 (2017): 229–50. http://dx.doi.org/10.28945/3898.
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Aim/Purpose: The increasingly growing number of virtual high schools around the world has engendered new modes for teaching and learning and a promising area of re-search. While research in this emerging field has mostly taken a comparative lens that highlights differences between traditional modes of teaching and online teaching, research on high school students’ and teachers’ perspectives has remained dearth. Background: This study identifies students’ and teachers’ perceptions of their learning and teaching advanced level mathematics and/or physics in the first Israeli virtual high school (VHS), which was launched five years ago. Methodology: A survey of 41 questions was disseminated to the first graduating cohort of 86 Grade-12 students as well as to 22 VHS teachers. Additional data sources include students’ essays on what it means to be a student in a VHS and field notes from a pedagogical development day. Contribution: The purpose of this study is to highlight the workings of the Israeli VHS and in particular its important building blocks that include a teacher-tutor model, an ongoing gauging of students’ work through a Learning Management System (LMS), and a continual teacher-developer interaction for the purpose of developing cutting-edge, technology-based course content. Findings: Given the unique features of the Israeli VHS, both teachers and students report on feelings of unit pride, motivation, and investment in teaching and learning in the VHS. Recommendations for Practitioners: The Israeli VHS uses a combination of a teacher-tutor format, together with tools for gauging students’ work and ongoing interaction between the teachers and the course content designers. Such a context creates new, fertile ground for technology-based, fully online teaching and learning of school mathematics and physics that may contribute to alleviating the problem of decreasing numbers of learners who are interested in taking advanced-level courses. Recommendation for Researchers: Further exploration of aspects for improvement in the teaching model of the VHS, its design, and its support system and for finding out factors that impact attrition lay down important research trajectories that have not yet been trodden. Impact on Society: Issues of equity and the democratization of learning of advanced STEM subjects are now possible to be seriously considered in a principled manner within the context of the VHS. Future Research: Future research may focus on the affordances, possibilities, and limitations of learning within a VHS to ensure a more robust process that will allow more students to learn advanced mathematics and physics.
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Ravaglia, Raymond, Patrick Suppes, Constance Stillinger, and Theodore M. Alper. "Computer-Based Mathematics and Physics for Gifted Students." Gifted Child Quarterly 39, no. 1 (1995): 7–13. http://dx.doi.org/10.1177/001698629503900102.
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Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.
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Hughes, Ciaran, Joshua Isaacson, Jessica Turner, Anastasia Perry, and Ranbel Sun. "Teaching Quantum Computing to High School Students." Physics Teacher 60, no. 3 (2022): 187–89. http://dx.doi.org/10.1119/10.0009686.
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Quantum computing is a growing field at the intersection of physics and computer science. The goal of this article is to highlight a successfully trialled quantum computing course for high school students between the ages of 15 and 18 years old. This course was designed to bridge the gap between popular science articles and advanced undergraduate textbooks. Conceptual ideas in the text are reinforced with active learning techniques, such as interactive problem sets and simulation-based labs at various levels. The course is freely available for use and download under the Creative Commons “Attribution-NonCommercial-ShareAlike 4.0 International” license.
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Campbell, Vandeen A. "History and Trends in U.S. High School Science Course Taking." Encyclopedia 5, no. 1 (2025): 34. https://doi.org/10.3390/encyclopedia5010034.
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This entry describes high school science course taking in the United States (U.S.). High school science course taking refers to the selection, enrollment, and completion of science-related coursework during grades nine through twelve. It encompasses both the timing, quantity, and the rigor (or level of challenge) of science courses. Science course taking in high school includes both foundational or core courses like biology, chemistry, physics, and environmental science. Students may also take advanced science courses such as Advanced Placement (AP), (International Baccalaureate (IB), career and technical education (CTE) or applied, and dual credit or dual enrollment science courses. Some advanced courses meet core course requirements (e.g., AP Physics). This entry focuses on core science course taking, and the distinction between core or advanced core is beyond its scope. A discussion of CTE and dual credit or dual enrollment science course taking is also beyond the entry’s scope. The significant variability in core high school science course taking and historic unequal distribution of opportunities highlights the need for ongoing monitoring of factors influencing course taking to promote equity in access and outcomes. This entry presents a brief history of standards and graduation requirements surrounding high school science course taking, then briefly reviews science course pathways classifications and current trends in course enrollment and completion. A review of current trends in the context of historical developments can help the high school science education policy and practice field take stock of some of the factors that influence current patterns. The entry is written with a lens towards broadening participation in science, technology, engineering, and mathematics (STEM) fields and equity.
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Nasution, Budiman, Lulut Alfaris, and Ruben Cornelius Siagian. "Basic Mechanics of Lagrange and Hamilton as Reference for STEM Students." Jurnal Penelitian Pendidikan IPA 9, no. 2 (2023): 898–905. http://dx.doi.org/10.29303/jppipa.v9i2.2920.
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This paper discusses the use of Lagrangian and Hamiltonian dynamics as alternative approaches for understanding the motion of objects in classical mechanics. These approaches, which are based on different mathematical techniques, can provide a deeper understanding of the principles of classical mechanics and the motion of objects, but may not be covered in high school physics curricula or undergraduate STEM courses. The review paper approach is used to combine information from a variety of sources, and the material is conceptualized to aid reader understanding. These advanced topics may be of interest to advanced high school students who are interested in exploring topics beyond the high school physics curriculum, and can be studied independently by those with a strong foundation in classical mechanics and familiarity with advanced mathematical concepts.
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Di Mauro, M., S. Esposito, and A. Naddeo. "Teaching quantum physics in the footsteps of Einstein." Journal of Physics: Conference Series 2297, no. 1 (2022): 012036. http://dx.doi.org/10.1088/1742-6596/2297/1/012036.
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Abstract A teaching-learning sequence designed to introduce some fundamental concepts of quantum physics to high school teachers is proposed. Some parts of the proposal can be adapted to be taught to advanced high school students themselves. The inspiration came from the recognition of the fact that the roots of many pivotal concepts of quantum physics, namely light quanta, wave-particle duality, and probability, were introduced for the first time in some paper by Albert Einstein. Moreover, this was done in a characteristically deep and illuminating way. A critical study of Einstein’s papers should therefore be useful for teachers and students as well, in view of the fact that such concepts are often misconceived. The teaching-learning sequence can supplement usual historically oriented treatments of elementary quantum physics and can in turn be complemented by a discussion of some elementary tools of statistical physics, which may be not part of the learners’ background. Preliminary results obtained with both teachers and pupils in high schools in southern Italy, which are very promising, are presented.
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Autova, Gulmira, Kanat Mukashev, and Toleuzhan Nurpeissova. "Methodology for the development of students� cognitive activity when learning the scientific foundations of the course." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 6, 2024): 2680–91. http://dx.doi.org/10.54919/physics/56.2024.268fm0.
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Relevance. Cognitive activity is an important part of scientific and technological development and is necessary for a modern person to gain new knowledge, self-improvement, comprehensive development, and productive professional activity. In this regard, there is a need to develop cognitive activity in high school and university students. Purpose. The purpose of this study is to reveal approaches to the development of the cognitive activity of students in the process of studying natural sciences, in particular physics. The role of studying scientific foundations in the process of teaching natural disciplines in the development of the cognitive activity of students was revealed. Methodology. This study developed and tested a methodology aimed at enhancing students' cognitive activity through the study of scientific foundations, particularly in physics. It involved analyzing cognitive activity components, criteria for their development, and integrating these into a structured approach, which was then implemented and evaluated among high school and university students. Results. Implementation of the methodology led to a 25% improvement in cognitive activity among high school students (grades 10-11) compared to a 15% increase in university students (1st-2nd years). The more significant gains in high school students suggest that early application of such methodologies can be particularly effective. Observations revealed that university students had generally higher levels of cognitive activity due to more advanced scientific engagement. Conclusions. The study highlights the effectiveness of targeted methodologies in developing cognitive activity, particularly in high school students. The results advocate for earlier and more focused interventions to enhance cognitive processes, suggesting that integrating research activities into high school curricula could substantially benefit students' academic and professional development. Keywords: self-development; academic foundation; cognitive processes; active thinking; professional activity
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RAMANKULOV, Sh, А. CHORUH, and С. POLATULY. "STEAM TECHNOLOGY AS A TOOL FOR DEVELOPING CREATIVITY OF STUDENTS: ON THE EXAMPLE OF A SCHOOL PHYSICS COURSE." Iasaýı ýnıversıtetіnіń habarshysy 126, no. 4 (2022): 200–211. http://dx.doi.org/10.47526/2022-4/2664-0686.17.
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Physics as a discipline has a great influence on the development of science and technology, engineering. A student who has worked in physics lessons with equipment and conducted experimental observations of phenomena with physical laws will be ready to perform any practical actions. The lack of demonstration rooms or equipment failure in schools create many obstacles. As a result, the graduate of the school becomes less interested in choosing technical and engineering specialties. One of the urgent problems in the school physics course is the preparation of students who are able to clearly search for physical laws and phenomena, conclusions, questions and reasons, assimilate information through the right choice of scientific literature and achieve new results, inclined to work with advanced technical equipment. The aim and the leading idea of our research is to develop the training of students in the field of physics based on STEAM education, to identify problems of weakening of natural-technical and engineering components in secondary school. In the course of the study, the world practice of STEAM was studied, a literature review based on articles in academic databases was conducted. The results of the study showed a lack of knowledge in the academic literature in this area. The article presents didactic conditions for the development of advanced technology for teaching a school physics course based on STEAM, the possibility of increasing the number of creative students who are able to work on various projects leading to new ideas. The results of the study allow us to create high-tech products based on STEAM at school bases.
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Musfiroh, Siti, Undang Rosidin, and Viyanti Viyanti. "Development of High-Order Thinking Skills Assessment Instrument for High School Students on Rotational Dynamics." Jurnal Pembelajaran Fisika 11, no. 2 (2019): 81–96. http://dx.doi.org/10.23960/jpf.v11.n2.202302.
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This study aimed to develop a test instrument for high school physical reasoning abilities related to rotational dynamics. This study aimed to determine: Quality of the Instrument Quality of the Higher Order Thinking Ability Instrument in senior high school Physics, including content validity of the expert judgment, empirical validity based on item suitability using the Rasch and PCM models, reliability, and item difficulty index; and profile of high school physics advanced reasoning test scores. This research is research and development. The development model used is based on the Borg & Gall development model. The research was conducted at MAN 1 Bandar Lampung with 42 students in class XI. Using the Quest program, reliability was analyzed using the Quest program, which was represented by internal consistency values and item difficulty indexes analyzed using the Quest program. The results of the ability measurement profile are grouped into three categories presented in the analysis of the Quest program assessment. Research and development resulted in a high-quality thinking ability test instrument for high school physics. The results are the quality of the tool's content based on the actual assessment in the valid category. Empirical validity is based on the suitability of the item with the Rasch model IRT approach with highly reliable criteria. Task difficulty varies from -2.17 to 1.51. Generally, the results of measuring high-level thinking skills show that students have medium-level skills.
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Wood, William B. "Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools." Cell Biology Education 1, no. 4 (2002): 123–27. http://dx.doi.org/10.1187/cbe.02-09-0038.
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A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.
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Di Mauro, Marco, and Adele Naddeo. "Introducing Quantum Mechanics in High Schools: A Proposal Based on Heisenberg’s Umdeutung." Physical Sciences Forum 2, no. 1 (2021): 8. http://dx.doi.org/10.3390/ecu2021-09283.
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Teaching and learning QM at high school as well as the undergraduate level is a highly non-trivial task. Indeed, major changes are required in understanding the new physical reality, and students have to deal with counterintuitive concepts such as uncertainty and entanglement as well as advanced mathematical tools. In order to overcome these critical issues, a simple approach is presented here, which is based solely on two-vector and 2 × 2 matrix algebra. Furthermore, it could also enable educational institutions to fill the gap between high school curricula and the current scientific and technological advances in physics by allowing students to gain some insight into topics such as qubits and quantum computers. The inspiration behind our proposal as well as its firm theoretical foundation are based on the famous Umdeutung (reinterpretation) paper by W. Heisenberg, which introduces QM in matrix form.
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Martinez, Ricardo, Douglas W. Levine, Robert Martin, and David G. Altman. "Effect on Integration Injruy Control Information into A High School Physics Course." Journal of Trauma Nursing 3, no. 4 (1996): 110. http://dx.doi.org/10.1097/00043860-199610000-00009.
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Cho, Peter, and Linda Cho. "Unraveling the STEM Pipeline: High School Preparation, College Retention, and Racial Disparities." Journal of Studies in Education 14, no. 4 (2024): 1. http://dx.doi.org/10.5296/jse.v14i4.22160.
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Using a longitudinal nationwide college student dataset along with a quantitative research design, this study examines the link between high school STEM course participation, college STEM major retention, and racial disparities. Specifically, we investigate how high school STEM course participation impacts college STEM major retention and identify racial differences in high school STEM course enrollment and college STEM retention. Our findings show that students who engaged in more rigorous high school STEM coursework, particularly in Physics and Chemistry, are more likely to stay in their STEM majors in college. We also found that this relationship is moderated by students’ racial background. Results show that Asian American students demonstrated the highest retention rates in their STEM majors compared to their White, Latinx, and Black peers. Furthermore, our findings reveal that Asian American and White students tended to complete more years of advanced Physics and Chemistry course in their high school compared to their Black and Latinx counterparts. Overall, this study highlights the need to address racial inequities in STEM education in both high school and college and improve support systems to promote STEM retention across racial groups.
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Yantidewi, Meta, Tjipto Prastowo, and Utama Alan Deta. "PELATIHAN PEMBUATAN ALAT PERAGA MESIN STIRLING UNTUK GURU FISIKA SMA." Jurnal ABDI 4, no. 1 (2018): 51. http://dx.doi.org/10.26740/ja.v4n1.p51-54.
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Physics is a part of sciences that underlies the development of advanced technology and the concept of living in harmony with nature. In physics learning, conceptual understanding with direct learning experience might be able to carry out through experimental or practicum activities by utilizing practicum tools in the Physics Laboratory of school and also by holding out some demonstrations during class. The development of thermophysical practicum tools and the arrangement of related student workbook (LKS) are mainly purposed to improve the pedagogical and profession competence of high school physics teachers who are members of MGMP Fisika SMA Dinas Pendidikan Kabupaten Bojonegoro, to be accustomed and skillful to make and use of high school physics learning which is simple and can support high school physics learning. The training activities by the 2017 PKM Team are carried out in three stages: designing, manufacturing of thermophysical practicum tools, and comprehensive evaluations. This activity is expected to increase the pedagogical and profession competence high school physics teachers of Kabupaten Bojonegoro, especially in the manufacture of media and practicum visual This activity is expected to increase the competence of pedagogy and profession of high school physics teachers of Bojonegoro Regency, especially in the manufacture of media and visual practicum visuals as well as a form of teaching a physics-based approach to a scientific approach. Workshop activities are planned to be followed by several high school physics teachers of Bojonegoro Regency. The time of the workshop is on Saturday 21st of October 2017. The average performance of the trainees this time has been very good. The participants' responses to this activity are also very good. Evident from the performance test sheet and training participants 'responses indicating that 70% of the participants had excellent performance and more than 70% of participants stated that the event was excellent in supporting students' understanding of the thermophysical material, especially Stirling Machine.
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Pinochet, Jorge. "Advanced physics transposition (APT): a new name for a not-so-new field of research." Physics Education 59, no. 5 (2024): 055501. http://dx.doi.org/10.1088/1361-6552/ad673c.
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Abstract Research into educational physics is a field of study that has undergone sustained growth in recent decades. Among the topics addressed in educational physics, there is a relatively new field of research that seeks to make advanced physics accessible to teachers in this area, that is, physics that, due to its novelty and complexity, is beyond the reach of a typical high school teacher. For the reasons discussed in this paper, the name ‘advanced physics transposition’ or APT is suggested for this field of research. The objective of this work is to make a first attempt to systematise this field, to draw attention to the place it occupies, and–no less important–to give it a name that represents the objectives, methods and results that characterise it.
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Bissell, J. J., A. Ali, and B. J. Postle. "Illustrating dimensionless scaling with Hooke’s law." Physics Education 57, no. 2 (2022): 023008. http://dx.doi.org/10.1088/1361-6552/ac45c9.
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Abstract Dimensionless variables and scalings are powerful tools for emphasising the universality of natural laws, but their application is typically restricted to topics in advanced physics. Here we describe how dimensionless scaling can be illustrated in an introductory physics context by considering a dimensionless form for Hooke’s law. As a simple empirical study, we verify this form for Hooke’s law using data from foundation-year degree (high-school level) experiments on springs in series and parallel.
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Di Mauro, Marco, Salvatore Esposito, and Adele Naddeo. "A Proposal for Introducing Quantum Physics in the Footsteps of Einstein." Physical Sciences Forum 2, no. 1 (2021): 30. http://dx.doi.org/10.3390/ecu2021-09320.
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We formulate a didactic proposal for introducing some fundamental concepts of quantum physics to advanced high school students, and to their teachers. The inspiration comes from some of the fundamental papers about the subject by Albert Einstein, in which many of these concepts, for example light quanta, wave-particle duality, and probability, were introduced for the first time, in a characteristically illuminating way. The proposal can be supplemented by a discussion of elementary tools of statistical physics, which are needed at some point. Preliminary results, both with students and teachers, are very promising.
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Bulabos, Joselito Y., and Victoria C. Millanar. "CHATBOT APPLICATION AND ACADEMIC PERFORMANCE IN PHYSICS." Ignatian International Journal for Multidisciplinary Research 2, no. 8 (2024): 83–95. https://doi.org/10.5281/zenodo.13151546.
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This study evaluated the effectiveness of a chatbot application in enhancing Grade 8 learners' performance in Physics at San Agustin National High School, Sagbayan District, Bohol, for the school year 2022-2023. A quasi-experimental design was employed, with the experimental group using the chatbot application and the control group receiving traditional instruction. Pre-tests and post-tests assessed performance improvements. The results revealed that while the traditional method showed modest improvements—shifting learners from the "developing" category to "approaching proficient" and "proficient"—the chatbot intervention led to substantial gains. The experimental group demonstrated significant progress, achieving higher categories such as "advanced" and "proficient." Statistical analysis confirmed a significant difference favoring the chatbot group in post-test performance and mean gain scores. These findings suggest that the chatbot application effectively enhanced learners' performance in Physics compared to traditional methods. The study underscores the potential of integrating educational chatbots to address learning challenges and improve academic outcomes.
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Teruzzi, Paolo, Marina Carpineti, and Nicola Ludwig. "An experience of innovative learning with multimodal teaching techniques in nuclear physics education in Italy." Physics Education 60, no. 3 (2025): 035012. https://doi.org/10.1088/1361-6552/adba31.
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Abstract Despite significant recent advances in applied nuclear physics (NP) research, the teaching of these topics in high schools has remained largely unchanged and often marginal. We have developed an educational pathway on NPs for high school students that combines active innovative methodologies including puzzles, questionnaires, inclusive teaching, and an inquiry-based learning approach. The content is presented differently from traditional textbooks and established practices. To evaluate the effectiveness of this approach, we implemented the activity in a final-year high school class (13th grade) composed of low-performing students. We present the outcomes of oral examinations, written tests, and satisfaction surveys.
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Zhang, Charlene, Nathan R. Kuncel, and Paul R. Sackett. "The process of attrition in pre-medical studies: A large-scale analysis across 102 schools." PLOS ONE 15, no. 12 (2020): e0243546. http://dx.doi.org/10.1371/journal.pone.0243546.
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The important but difficult choice of vocational trajectory often takes place in college, beginning with majoring in a subject and taking relevant coursework. Of all possible disciplines, pre-medical studies are often not a formally defined major but pursued by a substantial proportion of the college population. Understanding students’ experiences with pre-med coursework is valuable and understudied, as most research on medical education focuses on the later medical school and residency. We examined the pattern and predictors of attrition at various milestones along the pre-med coursework track during college. Using a College Board dataset, we analyzed a sample of 15,442 students spanning 102 institutions who began their post-secondary education in years between 2006 and 2009. We examined whether students fulfilled the required coursework to remain eligible for medical schools at several milestones: 1) one semester of general chemistry, biology, physics, 2) two semesters of general chemistry, biology, physics, 3) one semester of organic chemistry, and 4) either the second semester of organic chemistry or one semester of biochemistry, and predictors of persistence at each milestone. Only 16.5% of students who intended to major in pre-med graduate college with the required coursework for medical schools. Attrition rates are highest initially but drop as students take more advanced courses. Predictors of persistence include academic preparedness before college (e.g., SAT scores, high school GPA) and college performance (e.g., grades in pre-med courses). Students who perform better academically both in high school and in college courses are more likely to remain eligible for medical school.
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Mahir, Mahir, and M. A. Martawijaya. "The Level of Critical Thinking Skills of High School Students in Physics Learning Based on Local Wisdom." Jurnal Edukasi Terkini 2, no. 2 (2025): 26–33. https://doi.org/10.70310/jet.2025.020206118.
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Purpose-This study aims to investigate the level of high school students' critical thinking skills in physics learning by incorporating local wisdom. It highlights the significance of integrating cultural context into science education to enhance students' cognitive engagement and deepen their conceptual understanding. Research Methodology/Design/Approach-A quantitative descriptive survey was conducted involving high school students enrolled in a physics class that applied local wisdom as a contextual learning approach. Data were collected using a critical thinking skills test developed based on Ennis’ five indicators of critical thinking. The collected data were then analyzed descriptively to evaluate students’ performance across each critical thinking indicator. Findings- The results revealed that students’ overall critical thinking skills were at a moderate level, with an average score of 62.36%. Among the five indicators, the highest performance was observed in "giving simple explanations" (68.2%), while the lowest was in "making further explanations" (57.3%). These findings suggest that although students are able to connect physics concepts to local phenomena, their ability to engage in deeper reasoning and advanced critical thinking still requires further pedagogical reinforcement. Originality / Value- This study contributes to the growing body of literature on contextual science education by emphasizing the role of local wisdom in fostering critical thinking skills. Unlike prior studies that focused on general instructional models, this research provides empirical evidence supporting the potential value of culturally integrated learning in the physics classroom, particularly in developing students’ higher-order thinking skills.
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de Souza, Maira Giovana, Mihye Won, David Treagust, and Agostinho Serrano. "Visualising relativity: assessing high school students’ understanding of complex physics concepts through AI-generated images." Physics Education 59, no. 2 (2024): 025018. http://dx.doi.org/10.1088/1361-6552/ad1e71.
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Abstract This study investigates how students utilized artificial intelligence (AI)-generated images to represent their understanding of general relativity concepts. Ten high school students participated in an extracurricular course on relativity theory. Using AI chatbot, these students created visual representations of ‘relativity’ before and after the course. The produced images, the accompanying prompts, student interviews, and their test scores were analysed to examine students’ conceptual understanding and interactions with AI. Students with a clearer understanding of relativity tended to focus their prompts on more central concepts like spacetime deformation. In contrast, those with a weaker understanding leaned towards more tangential ideas. The clarity of their prompts was directly linked to more effective AI interactions, leading to more meaningful image generation. Despite this, some students faced challenges in crafting coherent prompts, resulting in less relevant images, indicating that understanding the concept does not always translate into successful AI engagement. The study underscores the potential of AI-generated images as a tool to illuminate student conceptualisation and interaction skills with AI in the context of complex physics concepts, offering a novel approach to evaluating understanding in advanced scientific topics.
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Aurelio, Daniele, Chiara Aimè, Ettore Budassi, et al. "A teaching-learning sequence on colour in the context of a motivational stage for high school students." Journal of Physics: Conference Series 2727, no. 1 (2024): 012005. http://dx.doi.org/10.1088/1742-6596/2727/1/012005.
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Abstract In this article we present a Teaching-Learning Sequence (TLS) on colour performed in the non-formal setting of a vocational stage with a sample of N=38 18-year-old high school students. Based both on previous educational research and the analysis of the characteristics of the Italian high school curriculum, the TLS adopts cooperative experimental investigation activities with low-cost equipment which help students distinguish different physical situations involving the combination of colours; furthermore, it focuses on developing a solid understanding of the connection between the physics and physiology of colour phenomena. The TLS was highly appreciated by students and, thanks in part to the inclusion of advanced topics such as photonic crystals and plasmons, it may have a significant motivational value.
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Kusumaningtyas, Dian Artha, Muhamatsakree Manyunuh, Efi Kurniasari, Annisa Nabilla Awalin, Rita Rahmaniati, and Amalia Febriyanti. "Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics." Indonesian Journal on Learning and Advanced Education (IJOLAE) 6, no. 1 (2023): 14–31. http://dx.doi.org/10.23917/ijolae.v6i1.23125.
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This study aimed to enhance student learning outcomes in the field of work and energy within senior high schools through the development of evaluation instruments based on higher-order thinking skills (HOTS). Higher-order thinking encompasses advanced cognitive abilities such as analysis, evaluation, and creative problem-solving. The evaluation instrument created was meticulously designed to encourage students to think critically, solve intricate problems, and apply physics principles to real-world scenarios. The research methodology employed the development research approach. The instrument development process comprised several stages, including needs analysis, instrument design, validation, and revision. To ensure the instrument's precision and validity, experts in physics education and educational evaluation actively participated in the validation process. The resulting evaluation instrument included a combination of multiple-choice questions and open-ended responses. Students underwent assessment using this instrument following their study of work and energy. Evaluation data were subsequently analyzed through both quantitative and qualitative methods. The outcomes demonstrated a significant improvement in student learning achievements concerning work and energy when using evaluation instruments founded on higher-order thinking. Students who utilized this instrument exhibited superior critical thinking skills, enhanced problem-solving abilities, and an improved capacity to apply physics concepts in real-life situations. This study provides invaluable recommendations for educators and curriculum developers, advocating for the adoption of higher-order thinking-based evaluation instruments in high school physics education. Such an approach has the potential to bolster students' higher-order thinking capabilities and augment their learning outcomes in the context of work and energy. In summary, the successful development and validation of the HOTS based evaluation instrument for 10th-grade high school physics students studying work and energy attest to its viability. Rigorous evaluations from both subject matter experts and media specialists consistently affirmed its suitability across diverse aspects, encompassing appearance, content, and language. Educators, who play a pivotal role in instrument implementation, lauded its effectiveness in teaching work and energy concepts. Positive feedback from students, the primary beneficiaries of this evaluation instrument, underscores its widespread acceptance and appropriateness. In sum, this research underscores the instrument's strong validity and practicality for evaluating students' grasp and application of work and energy principles in high school physics, endorsing its capacity to augment learning outcomes.
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Evains, Andio Calen, Santih Anggereni, and Muh Said Lanto. "Enhancing Science Process Skills in Physics Education: The Impact of the Phyphox Smartphone Application in High School Laboratories." Impulse: Journal of Research and Innovation in Physics Education 3, no. 1 (2024): 9–18. http://dx.doi.org/10.14421/impulse.2023.31-02.
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This study explores the effectiveness of smartphones as measurement tools in physics laboratories, focusing on the science process skills of Class XI students at SMA Negeri 1 Wajo. Employing a Pre-Experimental One-Shot Case Study design, we integrated the Phyphox application into the curriculum and analyzed its impact on students' scientific understanding. Our methodology included purposive sampling of 24 students and data collection via science process skill tests, lesson plans, and student worksheets. Descriptive and inferential statistical analyses revealed a significant improvement in students' science process skills, with an average score of 72.08. The one-sample t-test showed an essential value of 0.000, indicating a positive effect of the Phyphox application. These findings suggest a potential shift towards technologically integrated learning environments in physics education, enhancing student engagement and comprehension. While promising, the study acknowledges its sample size and context limitations, highlighting the need for further research in diverse educational settings. This study contributes to the growing body of research advocating digital tools in education, aiming to prepare students for a technologically advanced world.
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Silva, E. S., G. A. C. Perez, A. L. de Oliveira, and V. L. B. de Jesus. "Fermat’s principle in high school classes: an experimental approach using video analysis." Physics Education 59, no. 3 (2024): 035007. http://dx.doi.org/10.1088/1361-6552/ad1b22.
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Abstract This work presents an experimental approach to Fermat’s principle using a video analysis investigation applied to two high school classes whose students have basic knowledge of kinematics. The results indicate that without knowledge of advanced calculations, the students could verify the minimum time required for the light to travel between the two points compared to other alternative paths. This work aims to advise students to genuine scientific investigations, as contemporary literature demands.
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S., Muthuraja, Balakrishnan L., Govardhan K., Mohana Roopan S., and Manoj Kumaran S. "Structural, optical, morphological and organic vapours sensing properties of SnO2 nanostructures." Journal of Indian Chemical Society Vol. 92, May 2015 (2015): 755–59. https://doi.org/10.5281/zenodo.5704066.
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MEMS & Sensors Division, School of Electronics Engineering, VIT University, Vellore-632 014, Tamilnadu, India <em>E-mail</em> : muthurajas@vit.ac.in Materials Physics Division, School of Advanced Sciences, VIT University, Vellore-632 014, Tamilnadu, India Organic Chemistry Division, School of Advanced Sciences, VIT University, Vellore-632 014, Tamilnadu, India Tin oxide is a wide band gap <em>n</em>-type semiconductor and has the capability to detect various reducing gases and organic vapours. The sensitivity towards different gases and organic vapours in high temperature environment is already reported. The present work is focused on the development of soft chemical route derived SnO<sub>2</sub> nanostructures to detect organic vapours. The ethanol sensing properties of the derived nanostructures of SnO<sub>2</sub> was analyzed. X-Ray diffraction, UV-Vis spectroscopy, scanning electron microscope and energy dispersive spectroscope characterizations have been performed to confirm the SnO<sub>2</sub> nanostructure formation. The optimum temperature for sensor operation towards 50 ppm of ethanol has also been found.
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Kalsum, Umi, Azizahwati Azizahwati, and Zulhelmi Zulhelmi. "Implementation of the Advance Organizer Learning Model to Improve the Scientific Attitude of Class X Students Senior High School." Jurnal Geliga Sains: Jurnal Pendidikan Fisika 8, no. 2 (2021): 114. http://dx.doi.org/10.31258/jgs.8.2.114-122.
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This research aimed to describe the scientific attitudes of students towards learning physics on energy and work materials by applying the advanced organizer learning model. This research is pre-experimental research with the design of one group pretest-posttest design, which describes an increase in scientific attitudes through the application of the advance organizer learning model for Class X SMA 2 Mempura, Siak Regency in the 2018/2019 academic year. The aspects of the scientific attitude in this research include curiosity, critical thinking, open thinking, and honest attitude. The data collection technique used a questionnaire given to the research subject. Initial scientific attitude data was taken by distributing questionnaires to research subjects before treatment, while the final scientific attitude was taken by distributing questionnaires after treatment. The filling out of the questionnaire is done individually in the class, where students are not allowed to ask questions or pay attention to other friends regarding the answers to the questionnaire. The results showed that the students' initial scientific attitude was in the low category of 2.41, while the final scientific attitude had increased by 1.11 points with an average score of 3.52 which was categorized as high. Based on the results of the N-Gain score, students' scientific attitudes on each indicator had a score with an average N-Gain value of 0.70 which was categorized as high. The results of this research concluded that the application of the advanced organizer learning model in learning work and energy materials could improve the scientific attitudes of class X students SMA 2 Mempura.
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Turner, Stewart. "PROFESSOR OWEN MARTIN PHILLIPS 30 December 1930–12 October 2010." Journal of Fluid Mechanics 669 (February 8, 2011): 1–2. http://dx.doi.org/10.1017/s0022112010006415.
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Owen Phillips grew up in Sydney, Australia, and following a distinguished record at a State high school and in the final NSW school examinations, he enrolled in the Faculty of Engineering at the University of Sydney in 1948. In the third year, he transferred to the Faculty of Science to do more advanced courses in Mathematics and Physics (with the idea of going back to Engineering after one year and qualifying for a Science degree on the way). Owen did so well, however, that he went on to do a fourth year in Mathematics and graduated with First Class Honours.
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Abylkassymova, Alma, Nurlan Akperov, Yessenkeldy Tuyakov, Almagul Ardabayeva, and Zhainagul Sydykova. "Contextual mathematical tasks as a means of developing students� functional literacy in school mathematics course." Scientific Herald of Uzhhorod University Series Physics, no. 56 (April 11, 2024): 1218–27. http://dx.doi.org/10.54919/physics/56.2024.121rb8.
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Relevance. The relevance of the research is conditioned upon the existence of a contradiction between the predominantly abstract-theoretical nature of the conventional school course of mathematics and the objective need to develop students� skills in the practical application of mathematical knowledge and tools to solve specific applied problems in real-life situations. Purpose. The purpose of the research is to identify and comprehensively justify the role and place of contextual mathematical tasks in the development of students� functional literacy, understood as the ability to apply mathematical knowledge in life situations. Methodology. The study employed methods of historical and comparative analysis, curriculum and educational policy analysis, and the generalization of best practices. Results. The work analyses the historical evolution of advanced national systems of mathematics education from the perspective of integrating the practice-oriented contextual approach into them. It is demonstrated that in many countries there has been a gradual transition to more applied mathematics education through the inclusion of realistic contextual tasks. The high effectiveness of school students solving mathematical problems contextualised in everyday scenarios for developing competence in applying abstract mathematical knowledge and skills in real-life situations has been proved. A set of factors stimulating the introduction of the contextualised approach in mathematics teaching, such as the results of international assessments, has been explored in detail. Conclusions. Key pedagogical, methodological and organisational conditions for the successful implementation of this approach in the school system, including the development of teaching materials, teacher training and assessment tools, are identified. The results expand the understanding of the possibilities of contextual tasks in the development of students� functional literacy, which is significant for the improvement of mathematics education. Keywords: mathematics education; practice-oriented learning; application of knowledge; pedagogical practices; curriculum
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Akhsan, Hamdi, Guruh Sukarno Putra, and Melly Ariska. "Newtonian Yoyo (Lato-Lato) Phenomenon in Indonesia: An Innovative Resource for IGCSE Physics Teaching and Learning?" Jurnal Penelitian & Pengembangan Pendidikan Fisika 9, no. 1 (2023): 119–26. http://dx.doi.org/10.21009/1.09111.
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This paper aims to stimulate a teaching and learning reflection for Indonesian IGCSE physics classrooms through a recent booming and recreational game of Newtonian yoyo called lato-lato. As physics is one of the critical and complex subjects in secondary school, it establishes a struggle for students to comprehend the concept of physics. The 21st-century physics education learning aims to promote high-end reasoning and deep understanding. Contextual physic learning will support this mission to reach maximum attainment for students. Physics through contextual knowledge will be more feasible for students. The recent phenomenon of lato-lato encounters a new interest for students. Lato-lato as a demonstrator and contextual example will be a resourceful material for several concepts of Newtonian mechanics, for instance: collision and energy. In addition, lato-lato may provide an advanced idea of circular motion, momentum, and impulse, oscillation. Lato-lato involvement may bring a chance for IGCSE curriculum adjustment in mechanics topics to become a significant pre-learning process. By using the adjusted curriculum, students are more likely to reach their maximum attainment and conceptual understanding of mechanics because students feel interested and encouraged to learn through a problem-solving and real-world setup. Lato-lato (Newtonian Yoyo) phenomenon may solve students’ learning difficulties in IGCSE physics through a conceptual phenomenon.
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Lapp, Douglas A., and Vivian Flora Cyrus. "Connecting Research to Teaching: Using Data-Collection Devices to Enhance Students' Understanding." Mathematics Teacher 93, no. 6 (2000): 504–10. http://dx.doi.org/10.5951/mt.93.6.0504.
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While working with high school students at a Mathematics, Physics, and Advanced Technology Exploration Day, we observed an activity in which students tried to reproduce a distance-time graph by walking. They used a Calculator-Based Ranger (CBR) to collect data about their distance from a motion detector and to generate a distance-time graph in real time. During the activity, the students clearly did not understand the distance information that the given graph was conveying.
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Yulkifli, Yulkifli, and Ramli Ramli. "The Use of Tracker Application to Enchance Physics Teachers in Senior High School in Making Laboratory Video." Pelita Eksakta 1, no. 1 (2018): 31. http://dx.doi.org/10.24036/pelitaeksakta/vol1-iss1/9.
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During this time, practicum activities in the School have not gone well. In fact, practical activities can support the understanding of the theory or material Physics taught to students. In addition, the lab can also generate student motivation and passion, as well as develop the students' process skills by conducting experiments. Experimental activities are very useful for students if this activity has been planned and designed well by teachers. Currently, technological advances can help improve Physical practice in the School. One of them by using video based laboratory (VBL). VBL is a practical activity in the laboratory in the form of video-based educational software. Technical Guidance for Making Video-Based Laboratory Application Tracker for Physics Teacher in Teachers' Consultation in Subject (MGMP) of High School Physics (SMA) in Padang and Padang Panjang City ", This activity was held for 2 months with the activity stage is preparation, implementation and activity evaluation. Based on the planning, the activities have been successfully done well. Implementation of this activity by the way the teacher is guided using the application Tracker on Physics practicum activities. The output of this activity is the Digital Video Labaratory for teaching material with Tracker application for physics practicum activity, especially Regular Straight Motion (GLB), Straight Changed Motion (GLBB), Momentum and Impulse.
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Abosede, Peter Joy, Samuel A. Onasanya, and Okonkwo Clementina Ngozi. "Students Self-Assessment of Demonstration-Based Flipped Classroom on Senior Secondary School Students’ Performance in Physics." Indonesian Journal of Teaching in Science 4, no. 1 (2025): 27–40. https://doi.org/10.17509/ijotis.v4i1.60876.
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The purpose of this study was to investigate students' self-assessment demonstration-based flipped classroom instructional strategies on pre-degree students' achievement in Physics in the Ilorin metropolis. A quasi-experimental non-equivalent pretest-posttest control group design was performed to measure the effect of flipped classrooms on high school physics performance using a mixture of qualitative and quantitative methods. The sample included two specially selected intact physics classes of Advanced Level II (S.S. 2), each containing 30 participants. The experimental group was taught using a flipped classroom model and the control group was taught using conventional teaching methods. Studies have found no significant difference in performance between students taught using a demonstration-based flipped classroom and students taught using traditional methods. As a result, it was found that the use of demonstration classes did not significantly affect the improvement of students' academic performance. The study also found that some students felt confident that they were responding positively on pretests and posttests to their flipped curriculum performance. It was recommended to conduct physics teaching and learning in an engaging and learner-centered manner, and demonstration-based-flipped learning instructional strategy should be adopted and encouraged among teachers and students.
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Williams, Hollis. "Neumann and Dirichlet boundary conditions for the one-dimensional wave equation." Physics Education 57, no. 5 (2022): 055028. http://dx.doi.org/10.1088/1361-6552/ac832d.
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Abstract The notion of a boundary condition is typically considered to be somewhat advanced and not suitable to be introduced in high school level physics. In this article, we give a simple visual demonstration of the difference between Dirichlet and Neumann boundary conditions for a string which oscillates according to the one-dimensional wave equation. The classical Dirichlet problem for a vibrating string in the plane is mathematically deep, but we will avoid the mathematical issues here and only focus on some key physical points which are relevant for understanding how waves propagate along strings.
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Md Desa, Nurul Aini, and Noor Dayana Abd Halim. "Flipped Classroom in Secondary School or High School Education: A Review of Its Advantages and Challenges." Innovative Teaching and Learning Journal 6, no. 2 (2022): 1–8. http://dx.doi.org/10.11113/itlj.v6.81.
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Advanced technology in education provides various facilities to enhance students’ learning. The evolution of technology has become an integral part of sustaining life, especially in education. The technology in education develops and continues its development with innovative learning approaches to sustain the needs of the 21st-century learning environment. The transformation in the educational field takes out the existence of a new strategy that is flipped classroom learning approach. A flipped classroom is a learning approach that is a type of blended learning that involves face-to-face and online learning instruction. The flipped classroom is a pedagogical approach in which learning activities that have traditionally taken place inside the classroom occur outside the classroom and vice versa. Flipped classroom provides an interactive learning environment where teachers guide students as they engage actively in the subject matter. Thus, this paper will review the recent literature regarding the potential of flipped classroom technology in education and explore its advantages and challenges. The review describes the potential of the flipped classroom in various fields of education, including Chemistry, Physics, Mathematics, Biology, and Civics at secondary school or high school level. Searching of the literature was obtained from several databases by using certain Boolean queries when searching the keywords. Ten papers were selected according to the specific criteria. This paper concludes the advantages and challenges during the implementation of FC. The advantages of flipped classsroom are increased students’ motivation during learning processes, providing active learning, increasing learning perception, increasing learning engagement, enhancing knowledge, increasing teacher-student interaction, increasing peer interaction, enhancing creativity and helping to improve students’ achievement and performance. The challenges of FC are the time-consuming for teachers to prepare the learning materials, lack of teachers’ technical skills to produce learning videos, lack of students’ motivation to watch the pre-class video, and the difficulty of students to understand the contents presented in the learning video. Based on these challenges, this paper provides the literature recommendations that can help to produce effective flipped classroom environments in the future.
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Sakdiah, Halimatus, and Arpenas Arpenas. "The Analysis of SWOT Management and Students’ Interest toward STKIP Muhammadiyah Sungai Penuh." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, no. 1 (2018): 31. http://dx.doi.org/10.24042/tadris.v3i1.2520.
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In the Academic Year of 2016-2017, only a few students who enrolled at STKIP Muhammadiyah Sungai Penuh especially on the Physics Education Study Program. This phenomenon was the reason to carry out this research. To overcome this problem, the researchers conducted this qualitative and quantitative research through the use of a questionnaire and validated documents. Samples were selected and taken through random sampling technique. The result of the questionnaire was used to observe the interest of high school students in continuing their education than used as an external factor in conducting SWOT analysis. From the results and discussion, it can be concluded that 1) STKIP Muhammadiyah Sungai Penuh position is in the cell -1 which means it is in a strong market position and highly competitive education industry field. 2) STKIP Muhammadiyah will be more advanced if evaluation and implementation of long term and short term strategies are conducted continuously. 3) Based on the percentage obtained, high school students’ interest in continuing education to college is high, reaching 80%. However, the interest to continue their education to STKIP Muhammadiyah is only 73.1% and the interest in Physics Education Study Program is only 59.1% and 4) students’ interest in continuing education is influenced by several factors such as motivation and aspirations, interest, parents, peers, siblings and school environment.
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Andrade Velez, Daniel, and Manuel S. Alvarez-Alvarado. "Implementation of the Gowin's V strategy in experimental physics teaching for High School students." Minerva 5, no. 14 (2024): 85–95. http://dx.doi.org/10.47460/minerva.v5i14.166.
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Teaching physics through laboratory work is essential, but it is necessary to renew traditional practices. An experimental activity is proposed to promote scientific thinking in high school students, for which a sequence of laboratories focused on the scientific research process was designed. This sequence used "Gowin's V" to structure cognitive processes and promoted cooperative interaction to reinforce learning. The results showed significant advances in understanding and applying physical concepts and students' ability to conduct research critically and reflectively.
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Awudi, Bernice, and Samuel Danso. "Improving students’ performance and conceptual understanding of heat transfer using demonstration method." Journal of Mathematics and Science Teacher 3, no. 2 (2023): em037. http://dx.doi.org/10.29333/mathsciteacher/13164.
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One of the physics topics difficult to understand among students at senior high schools (SHSs) is heat transfer. Various reasons have been advanced in an attempt to rationalize this difficulty. This study through an action research design was conducted to improve students’ performance and conceptual understanding of heat transfer at Oti Boateng Senior High School, Koforidua. The instruments used for the study were questionnaires, pre- and post-test. The study identified rote learning, inadequate understanding of concepts among others as the cause of difficulty in problem solving among students. The study revealed that although there are different methods of teaching, the efficacy of the demonstration method cannot be downplayed considering its role in improving students’ academic performance. The study concluded that for effective teaching and learning of heat transfer at SHS, it is important for teachers to employ the demonstration method in their teaching.
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Low, Andrew M. "The Chandrasekhar limit: a simplified approach." Physics Education 58, no. 4 (2023): 045008. http://dx.doi.org/10.1088/1361-6552/acdbb0.
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Abstract This article outlines a simplified approach to approximating the Chandrasekhar limit for white dwarf stars at a level appropriate for advanced high school students, beginning undergraduate students, and high school teachers. Using a combination of introductory quantum mechanics and Einstein’s theory of special relativity, the electron degeneracy pressure is calculated in the non-relativistic and ultra-relativistic limits. By combining the electron degeneracy energy with the gravitational energy for a constant density star, an approximation to the Chandrasekhar mass is derived.
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Rehman, Nadia, Wanlan Zhang, Amir Mahmood, and Faiz Alam. "Teaching physics with interactive computer simulation at secondary level." Cadernos de Educação Tecnologia e Sociedade 14, no. 1 (2021): 127. http://dx.doi.org/10.14571/brajets.v14.n1.127-141.
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Early research investigated the students understanding of science concepts using physical equipment, such as visiting labs and performing experiments but due to the advancement of new technology, students now can learn complex science concepts through advanced means, such as iPad, smart books and simulations. In Pakistan, interactive computer simulation program is rarely used for teaching at the early ages. The aim of the present study is to evaluate the effectiveness of the interactive computer simulation program PhET to teach weight and mass concepts to high school students. Quasi-experimental design was used to study the effect of the interactive computer simulation on students’ physics concepts. Study also explored the student’s engagement with simulation to exercise high order thinking skills. The experimental group was taught with the interactive computer simulation program, and the control group was taught with traditional teaching method. There were five lessons each week, and the program was used for a month. Pre- and post-tests were designed for both experimental and control groups. Independent sample t-tests showed that the difference was significant between the mean scores of the experimental and control groups after the experiment (p
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Tolentino, Helio, Harry Westfahl, and Esen Ercan Alp. "The São Paulo School of Advanced Sciences (ESPCA) on Recent Developments in Synchrotron Radiation." Synchrotron Radiation News 28, no. 6 (2015): 37–38. http://dx.doi.org/10.1080/08940886.2015.1101326.
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Marabello, Domenica, Angelo Agostino, Piera Benna, Giovanna Dinardo, Carlo Lamberti, and Fernando Cámara. "CrisDi School: disseminating crystallography in Piedmont, Italy." Acta Crystallographica Section A Foundations and Advances 70, a1 (2014): C1277. http://dx.doi.org/10.1107/s2053273314087221.
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The Interdepartmental Research Centre for the Development of Crystallography (CrisDi) aims to be an institution of reference for researchers at the University of Turin interested on the field of diffraction (X-rays, neutrons and electrons), to promote the knowledge and dissemination of crystallography, and to facilitate the access to available laboratory instrumentation (diffractometers and TEM) and to large scale facilities (synchrotron and neutron sources). CrisDi hosts scientists with interest in the fields of solid state chemistry and physics, organic, inorganic, organometallic and theoretical chemistry, mineralogy, biology, pharmaceutical and agricultural sciences. The Centre encourages the design and the development of new methodologies and applications, and supports the enhancement of the available instruments. The submission of proposals at large scale instruments is encouraged specially for young researchers and PhD students. The cultural and scientific interchange among crystallographers coming from different disciplines is strongly encouraged by CrisDi. A main task of the CrisDi is the annual organization of a post-grade level School with a series of courses dedicated to: (i) basic level crystallography (symmetry, theory of diffraction, crystal-chemistry), diffraction techniques (single crystal and powder X-ray diffraction, neutron and electron scattering); (ii) advanced level (high temperature and high pressure structural studies, macromolecular crystallography, time resolved crystallography and kinetic studies); (iii) spectroscopic approaches (XAFS, XANES, XES and NMR) in crystallography. The school, which is held every year in May for about 20 ECTS equivalent, has no tuition fees and is also open to non-academia people.
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Low, Andrew M. "Space-time is doomed! Introducing Planck scale physics in the classroom." Physics Education 59, no. 1 (2023): 015013. http://dx.doi.org/10.1088/1361-6552/acfe54.
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Abstract This article provides an overview of some tentative ideas relating to Planck scale physics at a level suitable for advanced high school students, beginning undergraduate students, and teachers. After discussing the ratio of the electric and gravitational forces, Heisenberg’s uncertainty principle is combined with Einstein’s theory of special relativity to estimate the scale at which the strength of gravity becomes comparable to the electrostatic force. It is shown that the energy required to probe a region of space smaller than the Planck length may lead to the formation of a black hole, placing a fundamental lower limit on the distances that can be meaningfully probed in Nature. The Planck length, mass and time are then obtained using a combination of dimensional analysis and the fundamental constants appearing in theories of quantum mechanics, relativity and gravity. Finally, a heuristic derivation of the generalised uncertainty principle is provided.