Relevant bibliographies by topics / Aids in teaching physics experiments

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  1. Journal articles
  2. Dissertations / Theses
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  5. Conference papers

Academic literature on the topic 'Aids in teaching physics experiments'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Aids in teaching physics experiments"

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Radenkovic, Lazar, Miodrag Radovic, and Ljubisa Nesic. "Comparing textual, visual and practical methods for teaching physics." Facta universitatis - series: Physics, Chemistry and Technology 16, no. 3 (2018): 267–83. http://dx.doi.org/10.2298/fupct1803267r.

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The same material about friction was covered by the same teacher in three different ways: using only verbal and textual means of communication (text group), using visual aids (diagram group) and using simple experiments (experiment group). The conceptual understanding of each group was evaluated using a test developed for this research. The scores were similar across the groups.
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Petrova, Hristina. "USЕ OF ЕDUCATIONAL PHOTOGRAPHS IN TEACHING PHYSICS IN SECONDARY SCHOOL." Education and Technologies Journal 11, no. 1 (August 1, 2020): 204–8. http://dx.doi.org/10.26883/2010.201.2274.

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Physical objects, phenomena, laws and theories are studied in high school physics. They can be presented through various visual aids such as experiments, diagrams, graphics, photographs, videos and more. Our focus is on educational photographs as a means of visualizing physical objects and phenomena. Educational photographs’ merits are presented. They can be used in all types of physics lessons. For example, lessons for new knowledge or solving problems, laboratory or seminar lesson. Important didactic functions that they perform are considered such as illustrating of physical objects, technical application of studied laws and phenomena, solving problems during the lesson or for independent work and creating problematic situations. The emphasis is on the so-called photo tasks, which solution can be realized with the help of an interactive whiteboard. The use of digital photography in physical educational experiment is also considered. A model of the activity of the teacher and the students in conducting physics laboratory work is proposed. A methodology for using digital photography in physics demonstration experiment is presented.
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Bancong, Hartono, Ana Dhiqfaini Sultan, Subaer Subaer, and Muris Muris. "The Development of Physics Teaching Aids to Demonstrate the Intensity of Blackbody Radiation As a Function of Temperature." Jurnal Pendidikan Fisika 7, no. 1 (February 3, 2019): 9–18. http://dx.doi.org/10.26618/jpf.v7i1.1719.

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The purpose of this study was to develop teaching aids of blackbody radiation experiment and practicum devices based on modified free inquiry which are valid and reliable. This teaching aids was designed to demonstrate the relationship between the intensity of radiation and the absolute temperature of a blackbody (the law of Stefan-Boltzmann). The principle of this experiments is the amount of current will flow from the voltage source and enter to the black box. The black box will absorb and emit radiation. There is a nichrome wire inside the black box that will be light up, heat and emit radiation when electrically flowed. The emitted heat will be measured by temperature sensors using thermocouple located outside the black box. Based on experts and practitioner evaluation, the developed teaching aids of blackbody radiation experiment and practicum devices based on modified free inquiry were found to be valid, and reliable. The results of the experiment showed that the intensity of blackbody radiation was directly proportional to its temperature. This result is consistent with the law of Stefan-Boltzmann. Furthermore, the average of students’ perception of the developed teaching aids and practicum devices of blackbody radiation are 74.92% (good) and 80.17% (very good) respectively. This indicates that the teaching aids and practicum devices that have been developed can be used to demonstrate and prove the modern physics concepts related to blackbody radiation.Keywords: Teaching Aids, Stefan-Boltzmann’s law, Blackbody RadiationPenelitian ini bertujuan untuk mengembangan alat peraga eksperimen radiasi benda hitam dan perangkat praktikum fisika berbasis modified free inquiry yang valid dan reliabel. Alat peraga tersebut dirancang untuk mendemonstrasikan hubungan antara intensitas radiasi benda hitam dengan suhu mutlak yang dipancarkannya (Hukum Stefan-Boltzmann). Prinsip kerja dari alat peraga tersebut adalah arus akan mengalir dari sumber tegangan dan masuk ke dalam kotak lubang hitam. Kotak ini berfungsi untuk menyerap dan memancarkan radiasi. Di dalam kotak terdapat kawat nicrom yang akan menyala dan memancarkan radiasi ketika dialiri arus listrik. Panas yang dipancarkan akan diukur oleh termokopel radiasi yang berada di luar kotak. Berdasarkan penilaian validator, alat peraga eksperimen radiasi benda hitam dan perangkat praktikum fisika berbasis modified free inquiry yang telah dikembangkan dinyatakan valid dan reliabel. Hasil uji coba menunjukkan bahwa intensitas radiasi yang dipancarkan oleh benda hitam berbanding lurus dengan temperaturnya yang sesuai dengan hukum Stefan-Boltzmann. Selanjutnya, rata-rata persepsi praktikan terhadap alat peraga eksperimen radiasi benda hitam dan perangkat praktikum yang telah dikembangkan secara berturut-turut adalah 74,92% (baik) dan 80,17% (sangat baik). Hal ini mengindikasikan bahwa alat peraga dan perangkat praktikum yang telah dikembangkan dapat digunakan untuk mendemonstrasikan dan membuktikan konsep-konsep fisika modern yang berhubungan dengan radiasi benda hitam.Kata kunci: Alat Peraga, Hukum Stefan-Boltzmann, Radiasi Benda Hitam
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Bancong, Hartono, Ana Dhiqfaini Sultan, Subaer Subaer, and Muris Muris. "Development and Students’ Perception on Teaching Aids of Photoelectric Effect Experiment Using Leds." Jurnal Pendidikan Fisika 7, no. 3 (August 26, 2019): 253–61. http://dx.doi.org/10.26618/jpf.v7i3.2332.

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The photoelectric effect experiment generally uses a very sophisticated and expensive apparatus. Some high schools and even universities in Indonesia cannot afford to conduct this experiment because of the high price of the apparatus. The purpose of this study was to develop a user-friendly, and cost-effective teaching aids which can be used to demonstrate the concepts of modern physics related to the photoelectric effect. The stages of this study employed the Four-D model, namely define, design, develop, and disseminate. Based on experts and practitioner evaluation, the developed teaching aids and practicum devices of photoelectric effect experiment were found to be valid and reliable. The results of the experiment by using this developed teaching aids of the photoelectric effect showed that there is a linear relationship between the stopping potential and the frequency of light emitted by the LED. These results are consistent with Millikan's experimental results, the first physicist who succeed in proving Einstein's hypothesis of the photoelectric effect, that in the photoelectric effect the stopping potential does not depend on the intensity of light but depends only on the frequency of light. In this study, the Planck’s constant value obtained is 6.408x10-34 J.s. Although this value is slightly smaller than the accepted value of Planck's constant that is 6.626x10-34 J.s, it is good enough considering the instrumental error occurred during the measurement of current and voltage. Furthermore, the students’ perception of the developed teaching aids and practicum devices of the photoelectric effects experiment are 74.9% (good) and 80.2% (very good), respectively. This indicates that the photoelectric effect experiment teaching aids and practicum devices that have been developed can be used to demonstrate and prove the concepts of modern physics related to the photoelectric phenomena correctly.Keywords: Teaching Aids, Photoelectric Effect, Students’ Perception
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Nayar, S. R. Prabhakaran, and Rebecca T. Thomas. "Interactive Computer Programs for Teaching Astronomy." International Astronomical Union Colloquium 105 (1990): 178–81. http://dx.doi.org/10.1017/s025292110008667x.

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Astronomy is the most popular and oldest of all sciences and it has had profound influence on human thought. Unfortunately, astronomy does not find an appropriate place in our school-college syllabi. This may be due to the fact that teaching of astronomy encounters a large number of problems with regard to visualization and practical experiments. Popularization of astronomy depends heavily on a large variety of astronomical events, such as the arrival of comets, eclipses, supernovae, etc. Visualization of dynamics in several directions, wide variance of time scales, concepts of space, etc., create problems in teaching/learning processes in astronomy. Our world of human experience is limited to within a narrow frame, whereas in astronomy we speak of size, time, and temperature in gigantic scales. To bring all these parameters onto the human level, one has to think of effective teaching aids and the right type of techniques. We have been using a large number of tools in teaching astronomy, including star charts, globes, models, photographs, slides, etc. Microcomputers act as an effective medium in teaching astronomy. They can even replace most of the above mentioned teaching aids (Hunt, 1986; Marx and Szucs, 1985; Sparkes, 1986). A microcomputer can also act as a textbook, a blackboard, or even a planetarium. The computer acts also as a mediator between the student and the model of some real-life situation. The process of building and using models, called simulation, helps us to investigate systems that would otherwise be inaccessible. We have developed a set of software to teach basic concepts in astronomy, such as the solar system, constellations, and the physics of stars. We have explored the possibilities of making the software interactive, using the observed data so that a real life situation can be experienced by the users, just as for practical experiments.
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Lamanauskas, Vincentas, and Rytis Vilkonis. "THE USAGE OF THE INTERNET IN TEACHING PHYSICS: THE ANALYSIS OF A SITUATION AND PREDICTIONS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 1 (March 15, 2006): 6–16. http://dx.doi.org/10.48127/gu-nse/06.3.06.

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In the developing knowledge-based society information technologies play a particularly significant role. However, even the most advanced technologies will not give a necessary effect, if their usage (application) in the educational system is not adequate to the current development of technologies and increased educational needs. In the author’s opinion, our epoch is marked with global environmental crisis and the advent of information age. Extensive implementation of a range of information technologies into high and higher school curricula and the emphasis on environmental issues in education are two leading trends in contemporary education. We maintain that it would be optimal if the computer (especially using the Internet) is a natural teaching / learning aids like books and other sources of information. On the other hand, it is necessary to create conditions for teachers to raise qualification. This is emphasized by numerous researchers. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching physics. The main aim of the study is to analyse the situation of the usage of the Internet for teaching physics and highlight the hindering/encouraging factors of its usage in the teaching process. The most important study tasks have been formulated: • To analyse the situation of the usage of the Internet for teaching physics; • To identify the hindering/stimulating factors of Internet usage for teaching physics; • To highlight the experts’ opinion about the expected development perspectives of Internet usage for teaching physics in the nearest five years period. The study employed expert inquiry. The type of expert inquiry – “Delphi study”, containing several experts’ inquiries (stages). The data of every round are generalised and repeatedly submitted to the experts. Such procedure is repeated several times, most often 3-4 times. The study was carried out in September – December 2005. In the first stage of the study the experts replied to 5 essential questions. In the opinion of the majority of experts (62%) the usage of the Internet during the nearest five years will increase only insignificantly. 31% of experts maintain that the usage of the Internet will increase significantly and 7% think that it will not change at all. Having studied and generalised the first stage results, the new questionnaire for the second stage of the study was prepared. It was identified that the most important factors, hindering the Internet usage were as follows: poor computerisation of physics rooms and the shortage of the Internet access, poor school technical possibilities and poor funding, shortage of specialized Internet websites and of websites applied for teaching physics, poor knowledge of foreign languages, etc. The most important stimulating factors: the wish to interest pupils and search for more diverse teaching forms, the possibility to present the phenomena to the pupils that they find difficult to imagine, the diversification of the demonstration and laboratory teaching aids, etc. In the third stage of the study the experts had to assess the generalised second stage results. In many cases the experts approved the generalised assessment of the current situation; however, they noted that the situation in town schools and village schools differed. The experts clearly expressed their concern regarding the immoderate ICT usage in the teaching process and emphasized that the computer will never replace the teacher’s explanation and natural experiments with real physical bodies in the real environment. Some conclusions were indicated: • The Internet possibilities for teaching physics are not being fully used both for objective and subjective reasons. • It is expected that during the nearest five years the Internet usage will increase only insignificantly. • Higher effectiveness of ICT application for teaching physics can be achieved in the presence of continuous monitoring (how the situation changes, what influences it, etc.), on the other hand, the physics teachers need continuous methodical assistance, independent of their formal qualification. Effective ICT application for teaching physics is one of the composite parts of the competence of physics teachers. • Continuous studies and in-service training institutions should allocate more attention raising the qualification of physics teachers in this field. Key words: teaching physics, Internet usage, expert inquiry
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Šlekienė, Violeta, and Loreta Ragulienė. "NEW TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: COMPUTER LEARNING SYSTEM NOVA5000 LEARNING ENVIRONMENT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 3 (December 1, 2012): 39–48. http://dx.doi.org/10.48127/gu-nse/12.9.39b.

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Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences” in re-cent years, Lithuanian secondary schools have been equipped with modern teaching aids. Science teaching rooms received three types of computer learning systems (Xplorer GLX, No-va and Spark) with the necessary teaching equipment. The Science Learning System Nova5000 has been developed specifically to meet the needs of educators and students alike, helping schools transform their teaching and learning experience. The Nova5000 brings innovative, user friendly and affordable technology into the classroom, straight into the hands of students. Nova5000 integrates standard computer func-tionality with scientific data logging and math software. The Nova5000 includes the following SoftMaker applications for advanced office functionality. TextMaker - a full-featured word processor, including a thesaurus, footnotes, on-the-fly spellchecking, and the ability to insert a table. Generally compatible with Microsoft Word documents. PlanMaker - a full-featured spreadsheet program, providing the full calcu-lation power and visualization features of a modern, high-end spreadsheet package. General-ly compatible with Microsoft Excel worksheets. Presentation is an application for creating multimedia presentations and slideshows that includes extensive graphics and text tools to support a wide range of subject areas. Nova5000 includes a virtual laboratory, which contains 15 physics, 2 chemistry and 3 biology experiments. You can monitor the progress of the experiment, shows the results ob-tained: readings, draw graphs, and so on. It is possible to change certain settings, and how much you want to repeat the test of times. Teachers with their students using computer learning system Nova5000 may creatively adapt its features due to their needs: one device to replace by others, the experiment carried out in separate parts, to come up with their own tasks, and so on. Experiments may be carried out frontally by all the pupils in the class or in small groups, while others are designed for classroom differentiation and individualisation - suitable for highly gifted students. Some of the works are suitable for additional development; it is possible to formulate the task of indi-vidual research work. Key words: Science learning System, teaching physics, Nova5000.
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Khan, Saifullah, Rehmat Ali Farooq, and Nilsa Fleury. "EFFECTIVENESS OF LOW COST MATERIALS ON DIVERSE ACHIEVERS IN THE TEACHING OF PHYSICS AT SECONDARY LEVEL." sjesr 2, no. 2 (December 19, 2019): 33–47. http://dx.doi.org/10.36902/sjesr-vol2-iss2-2019(33-47).

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Abstract The equipment’s of science teaching in the most of secondary school is not available in Pakistan. The main purpose of this research is to find the effectiveness of low cost materials on diverse achievers in the physics instructing at secondary level. The nature of the study was experimental. The most suitable design for this experiment was Pre-test, post-test equivalent group design. A sample of 40 pupils was carefully chosen from Government High School No.2 Nowshera Cantt. The experiment continued for six weeks. Independent sample t-test was used for the analysis of data. The group which has been instructed with low cost teaching aids showed successful result scores in the posttest and their achievement level further gets improved. It has been suggested that teachers training institutions ought to build up such a training programs, which would enhance the capacities of teachers in the selection and in the development of apparatuses, using low cost materials for practical work
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Syaflita, Dina, and Muhammad Nor. "THE EFFECTIVENESS OF LEARNING DEVICES OF EARTH AND SPACE PHYSICS ORIENTED INQUIRY MODELS TO IMPROVE CRITICAL THINKING SKILL OF STUDENTS." Jurnal Geliga Sains: Jurnal Pendidikan Fisika 6, no. 2 (February 11, 2019): 92. http://dx.doi.org/10.31258/jgs.6.2.92-97.

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Physics of earth and space is one of the subject that learn about natural phenomena. Leraning activity thatlearn about nature require students to be able to think logically and critically about a phenomena. Therefore,learning models and learning tools are needed that support lecture activity that allow students to constructknowledge through experiments and gather various information. The fact found that the lectures of earth andspace physics that are used today are still conventional. This does not support the improvement of student’scritical thinking skill. One solution that can be done is to develop lecture devices consisting of worksheetsoriented to inquiry models and earth teaching aids which are implemented in lectures. The aim of thisresearch is to obtain the effectivity value of the devices of earth and space physics lecture to improve thecritical thinking skill of students. Data collection instrument is pretest and posttest before and after use theproduct. Data analysis technique use t-test correlates with product moment. The result of this research is theworksheet of earth and space physics oriented inquiry model is effective improve of student’s critical thinkingskill with the value of the product moment is 60%.
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Bilbokaite, Renata. "PROGNOSIS OF VISUALIZATION USAGE IN THE SCIENCE EDUCATION PROCESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 225. http://dx.doi.org/10.17770/sie2016vol4.1566.

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Future education depends on many external exogenous factors - society evolution, technologic progress, teachers’ opinion and their ability to organize the education process. Science education is difficult for many students but the progress of the society definitely correlated with achievements of science. This highlights the importance of teaching biology, chemistry, physics, geography and mathematics at school. Visualization helps students to learn science education but at the moment teachers are not likely to use computer based visualization. It is important to find out the predictions of the future – whether pedagogues are planning to use various kinds of visualization. The research results show more than half of teachers believe that physical visualisation in the next five years will be used similarly to now. The same situation was identified asking teachers about paper based visualization. On the contrary, application of the computer-based visualisation in near future is foreseen as the progressive phenomenon: internet sites, interactive boards will mostly increase in the next five years; also, knowledge of students will be more often inspected by aids of computer-based tests. It is planned that 3 D visual objects, experiments, schemes and modelling will be less used.
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Dissertations / Theses on the topic "Aids in teaching physics experiments"

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Krause, Marta, and Amanda Larsson. "En resa bland planeterna med Lova, Melker och Pixi. : Ett undervisningsmaterial inom astronomi för årskurs ett till tre." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-19224.

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Vi har under vår verksamhetsförlagda utbildning, utifrån egna erfarenheter och genom att läsa forskning fått en förståelse för att barns föreställningar om naturvetenskapliga fenomen inte stämmer överens med verkligheten. Det har också gett oss en uppfattning om att det saknas läromedel inom astronomi för barn i de yngre åldrarna. Grundat utifrån detta valde vi att utveckla ett läromedel inom astronomi. Läromedlet är tänkt att vara lättillgängligt och lättanvänt för lärare, samt att läromedlet ska uppfylla ett av de centrala kraven i Lgr 11 för årskurs 1 till 3 inom naturvetenskap: ”Jordens, solens och månens rörelser i förhållande till varandra. Månens olika faser”. För att kunna ta reda på vad ett bra läromedel är och på så sätt få tips till vårt eget så genomfördes en enkät på våra partnerskolor. Vi har även genomfört en sammanställning av faktaböcker, skönlitteratur, läromedel och internetsidor. Materialet analyserades sedan med hjälp av en kvalitativ metod som har legat till grund i utvecklingen av läromedlet. Av enkäten har vi fått resultatet att pedagogerna eftersöker läromedel som bland annat inne­håller praktiska övningar kopplat till Lgr 11 och kopieringsunderlag. Av inventeringen av lit­teratur har vi kommit fram till resultatet att det saknas ett läromedel inom Astronomi för grundskolans yngre åldrar samt att ett sådant läromedel som pedagogerna i enkäten eftersö­ker inte finns på marknaden.   Läromedlet består av en lärarhandledning och en arbetsbok till eleverna. Lärarhandled­ningen är uppdelad efter rubrikerna saga, diskussionsfrågor, fakta och instruktioner till akti­viteter med tillhörande kopieringsunderlag. Arbetsboken är uppdelad i rubrikerna fakta, in­struktioner till aktiviteter och ordlista med svåra ord. Läromedlet bygger på metoderna: story­line, saga och högläsning. För att eleverna ska kunna ta till sig kunskaper om rymden så an­vänds verktyg som experiment och diskussionsfrågor. Läromedlet riktar sig främst till lärare och elever i grundskolans tidigare år, årskurs 1 till 3, men är även tänkt att kunna anpassas till barn i förskoleklass.
During our practical teacher training we became aware of children’s alternative conceptions in astronomy.  We turned our faces towards science education literature and found evidence that children’s conceptions is not corresponding to scientific explanations. We also realized that there is a lack of Swedish teaching aids in astronomy for younger children (school year 1-3), therefore we have chosen to develop a teaching tool in astronomy. The teaching material is meant to be accessible and easy to use for teachers, as well as the teaching material shall meet one of the key requirements of Lgr 11 for grades 1-3 in science: "The earth, sun and moon movements relative to each other. Phases of the moon". (own translation) To find out what a good teaching aid is and get tips to our own, we made a survey at our part­ner schools. We also performed a compilation of nonfiction, fiction, educational materials and Internet sites. The material was then analyzed with the help of a qualitative method which then formed the basis of the development of the teaching aid. Our main results from the survey are that the educators are seeking teaching aids which includes practical exercises linked to Lgr 11and photocopiable documents. From the inventory of literature, we have come to the conclusion that there is no Swedish teaching aid in Astronomy for the younger children in primary school and that such teaching materials that the teachers in the questionnaire are asking fore can’t be found in today’s market.   The teaching material consists of a teacher's guide and a workbook for students. The teach­er's guide is divided by the headlines: story, discussion topics, facts and instructions for ac­tivities with photocopiable documents. Students’ workbook is divided into headings: facts, instructions for activities and a glossary. These teaching materials are based on the methods: storyline, story and reading aloud. For students to be able to make meaning of Space the teaching aid contains tool as experiments and discussion questions. The teaching material is primarily aimed at teachers and students in primary school, grades 1 to 3, but the teaching material is also intended to accommodate children in preschool.
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Guimarães, Fernando Feliciano. "Proposta de sequência didática para o estudo da radiação do corpo negro no ensino médio." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3240.

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Acompanha: Produto educacional: Proposta de sequência didática para o estudo da radiação do corpo negro no ensino médio
Analisando o cenário educacional atual, e as práticas pedagógicas aplicadas em sala de aula, se faz necessário um repensar dos modelos de ensino utilizados por grande parte dos educadores. Os documentos que alicerçam o ensino da disciplina de Física no País indicam a necessidade da inserção da Física Moderna e Contemporânea no Ensino Médio, a fim de se pensar um ensino mais atual. Nesse sentido, este trabalho objetivou investigar o potencial pedagógico de uma sequência didática para o estudo do tema radiação de corpo negro em uma turma da terceira série do Ensino Médio de uma instituição privada da cidade de Ivaiporã, Paraná. Para isso, seguiu-se os pressupostos da pesquisa qualitativa. A implementação da sequência didática se deu em onze aulas de cinquenta minutos, utilizando para a coleta de dados questionários, diário de campo, e todo material produzido pelos alunos durante a implementação da proposta. A análise dos resultados evidenciou que é possível criar um ambiente favorável a aprendizagem significativa, tendo este sido vivenciado pelos alunos. Os resultados indicam ainda que a sequência didática implementada se mostrou satisfatória visto que os alunos participaram ativamente das atividades propostas levantando questionamentos o que mostra a mudança de uma postura passiva para uma postura ativa durante as aulas.
Analyzing the current educational scenario and the pedagogical practices applied in the classroom, it is necessary to rethink the teaching models used by most educators. The documents that support the teaching of the discipline of Physics in the Country indicate the need for the insertion of Modern and Contemporary Physics in High School in order to think a more current teaching. In this sense, this work aimed to investigate the pedagogical potential of a didactic sequence for the study of the black body radiation theme in a third grade high school class from a private institution in the city of Ivaiporã, Paraná. For this, the assumptions of qualitative research were followed. The implementation of the didactic sequence was done in eleven fifty-minute classes, using for the data collection questionnaires, field diary, and all material produced by the students during the implementation of the proposal. The analysis of the results showed that it is possible to create a favorable environment for meaningful learning, which was experienced by the students. The results indicate that the didactic sequence implemented was satisfactory since the students participated actively in the proposed activities raising questions that shows the change from a passive posture to an active posture during the classes.
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Pires, Artur José dos Santos. "Uma proposta de sequência didática para tópicos de magnetismo e eletromagnetismo." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2315.

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Acompanha: Produto educacional: uma proposta de sequência didática para tópicos de magnetismo e eletromagnetismo
CAPES
O objetivo deste trabalho foi estudar a aplicação de uma sequência didática pautada na atividade experimental por meio de uma abordagem investigativa com uma turma da 4ª Série do Ensino Técnico Integrado em informática de nível Médio, com uma faixa etária entre 15 e 17 anos de uma instituição de ensino da rede pública federal da cidade de Campo Mourão/PR. A implementação da proposta e posteriormente análise dos dados atendeu os pressupostos da pesquisa qualitativa. Com esse trabalho, constatou-se que os alunos traziam suas explicações para o fenômeno físico estudado as quais careciam de respaldo técnico e científico e, a partir do trabalho em grupo durante a implementação da proposta, possibilita a estes uma visão mais científica e menos simplista do conceito estudado.
The objective of this work was to study the application of a didactic sequence based on the experimental activity by an investigative approach with a group of the 4th grade students of an Integrated Technical Course in Computer Science, at age between 15 and 17 years old of a federal institution in Campo Mourão city / PR. The implementation of the proposal and later analysis of the data met the assumptions of the qualitative research. With this work, it was verified that the students brought their explanations for the physical phenomenon studied, which needed technical and scientific support and, the group work, during the implementation of the proposal, allows them a more scientific and less simplistic view of the concept studied.
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Coneglian, Douglas Robaskiewicz. "Caderno de atividades experimentais: um guia para auxiliar o uso do kit 1 SEED/DEB." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3027.

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Acompanha: Produto educacional: Caderno de atividades experimentais: um guia para auxiliar o uso do kit 1 SEED/DEB
O presente trabalho propõe um caderno de atividades experimentais como forma de auxiliar o uso do kit 1 de física SEED/DEB, bem como, investigar seu potencial pedagógico junto aos professores da educação básica do Núcleo Regional de Educação de Campo Mourão e alunos do terceiro ano do curso Técnico Integrado em Informática da Universidade Tecnológica Federal do Paraná, câmpus Campo Mourão. O referido kit foi encaminhado pela Secretaria de Educação do Paraná, no ano de 2012 para todas as escolas públicas que ofertam o Ensino Médio, no entanto não apresentava nenhum manual ou proposta de atividade experimental, o que dificultou a utilização do mesmo pelos professores. O caderno de atividades experimentais foi desenvolvido em virtude da solicitação de alguns professores das escolas estaduais de Campo Mourão e região e para sua elaboração foram usados como referência os princípios e pressupostos que fundamentam a utilização da experimentação como estratégia no ensino de física. Ele contém 10 atividades experimentais envolvendo os temas de Mecânica, Calorimetria e Oscilações. Considerando a natureza e os objetivos do presente trabalho, optou-se por desenvolver uma pesquisa qualitativa de abordagem exploratória. Para a coleta dos dados utilizou-se questionários e diário de campo. Os resultados obtidos revelaram indícios de que o caderno de atividades experimentais tem potencial para auxiliar os professores na elaboração e execução das aulas práticas desenvolvidas em laboratório. Os dados apontam ainda para um fator motivacional relacionado à utilização do kit, visto que durante sua implementação os docentes se envolveram em todas as atividades propostas. As atividades desenvolvidas com os alunos possibilitaram uma melhor compreensão acerca dos conteúdos abordados pelas práticas; além disso, permitiu a manipulação de materiais, discussão e reflexão da prática realizada, o que se acredita ser importante para a interpretação dos fenômenos físicos associados e relevante para o ensino de física.
The present dissertation proposes a experimental activities notebook as a way of assisting use of the SEED/DEB physics kit 1, as well as investigating its pedagogical potential with the teachers of the basic education of the Regional Nucleus of Education of Campo Mourão and students of the third year of the course Technical in Computing of the Federal Technological University of Paraná, Campo Mourão câmpus. This kit was sent by the Secretary of Education of Paraná in 2012 to all public schools that offer high school, but did not present any manual or proposal of experimental activity, which made it difficult for teachers to use it. The experimental activities notebook was developed due to the request of some professors of the state schools of Campo Mourão and region and for its elaboration were used as reference the principles and assumptions that base the use of the experimentation as strategy in the physics teaching. It contains 10 experimental activities involving the subjects of Mechanics, Calorimetry and Oscillations. Considering the nature and the objectives of the present work, we opted to develop a qualitative exploratory approach. For the data collection, were used questionnaires and field diary. The obtained results revealed signs that experimental activities notebook has the potential to assist the teachers in the elaboration and execution of the practical classes developed in laboratory. The data also point to a motivational factor related to the use of the kit, since during its implementation the teachers were involved in all proposed activities. The activities developed with the students allowed a better understanding of the contents covered by the practices; in addition, allowed the manipulation of materials, discussion and reflection of the practice performed, which is believe to be important for the interpretation of the associated physical phenomena and relevant for physics teaching.
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Canovas, Devanir Pereira dos Santos. "Uma proposta de sequência didática para o ensino do tema luz e cores." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3028.

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Acompanha: Produto educacional: Sequência didática para o ensino do tema luz e cores
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O presente estudo teve como objetivo elaborar e investigar o potencial pedagógico de uma sequência didática para o ensino do tema Luz e Cores em uma turma da terceira série do ensino técnico integrado em informática de uma instituição pública federal da cidade de Campo Mourão – PR. A sequência didática elaborada se pautou em diferentes recursos de ensino, tais como, vídeos, simuladores, jogos e, principalmente atividades práticas. O material produzido foi aplicado no segundo semestre de 2017, em uma turma de 30 alunos. Esse trabalho foi norteado pelos pressupostos da pesquisa qualitativa e para se coletar os dados utilizaram-se questionários estruturados, diário de bordo e todo material produzido pelos alunos durante o desenvolvimento das atividades. A implementação da sequência didática proposta evidenciou a formação de um ambiente de aprendizagem diferente do tradicional, possibilitando aos alunos o aprendizado sobre o conteúdo de Luz e Cores. Os dados coletados permitem ainda, inferir que o material produzido possui grande potencial pedagógico para o ensino de Física, pois permitiu a participação ativa dos alunos em todas as etapas propostas e, o mais importante, apresentaram indícios de uma aprendizagem referente aos conteúdos conceituais abordados na sequência. Isso foi possível graças ao nível de argumentação que passaram a ter após a conclusão do trabalho, bem como as respostas apresentadas na última atividade da sequência didática (jogo).
This study aimed to elaborate and investigate the pedagogical potential of a didactic sequence for teaching the theme Light and Colors in a high school third year class of the course Technical in computing in a federal public institution located in Campo Mourão, a city in the Northeast of Paraná state. The developed didactic sequence consisted in different teaching resources such as videos, simulators, games, mainly in practical activities. The material was produced and applied to a class of 30 students in the second semester of 2017. This work was supported by the approach of qualitative theory. For data collecting it was used structured questionnaires, field notes and didactical material produced by the students during the execution of the activities. The implementation of the didactic sequence pointed out a development of a learning context different from the traditional one, once it enabled students to learn about Light and Colors contents. The collect data allow us to infer that the developed resources might be considered a potential pedagogical material for Physics teaching since it enabled students ’effective participation during all steps, and the most important, it improved the learning about subjects taught subsequently. It was possible to notice due to students` level of argumentation after the work had been concluded as well as their answers in the last activity of the didactic sequence (game).
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Agassi, Antonio Reginaldo. "Uma sequência didática para o ensino de indução eletromagnética." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3091.

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Acompanha: Produto educacional: Sequência didática para o conteúdo de indução eletromagnética
Neste trabalho, foi organizada a aplicação de uma sequência didática sobre indução eletromagnética, baseada na atividade experimental por meio da abordagem investigativa, com uma turma do 3º ano do Ensino Médio de uma escola Pública Estadual da cidade de Assis Chateaubriand/PR. O tema abordado foi obtido por meio de uma pesquisa com os professores de Física da região, ao passo que as atividades propostas foram analisadas e definidas entre o autor da pesquisa e seus orientadores. Foi constatado que os alunos traziam um conhecimento bem superficial sobre o tema abordado, necessitando elevar seus conhecimentos a fim de obter um domínio científico maior. Os dados analisados mostram que tal domínio foi alcançado com a aplicação da sequência didática elaborada.
In this work the application of a didactic sequence on electromagnetic induction, based on the experimental activity was studied by means of the investigative approach with a class of the 3rd year of the High School of a State Public School of the city of Assis Chateaubriand / PR. The topic was obtained through a research done with the physics teachers of the region, while the proposed activities were analyzed and defined between the author and his advisers. It was found out that the students had a very superficial knowledge about the subject, needing to raise their knowledge in order to obtain a larger scientific domain. The data analyzed show that such domain was reached with the application of the didactic sequence elaborated.
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Kgwadi, Ntate Daniel. "Inexpensive conceptual experiments/demonstrations for physics teaching." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.

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Current research on cognitive learning is applied to the designing of several experiments for use in high school physical science and physics classes. The goal of the project was to use simple inexpensive materials to construct experiments and demonstrations that illustrate physics concepts and can easily be modeled using simple mathematics.Saline solutions are used to show simple examples of refraction and effects of a solution of varying density. The refractive index of two liquids is measured. The continuous refraction of a stratified fluid is demonstrated. Fluid flow is investigated. This leads to a simple experiment that leads to an easy way to measure the acceleration of gravity.The goal was met with several simple experiments using inexpensive materials, modeling techniques, and simple mathematics derivations were designed and tested. Data from the experiments gives results that are very close to the accepted values.
Department of Physics and Astronomy
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Bratti, Vatison Mauro. "Desenvolvimento de um kit didático experimental para o ensino de resistores, capacitores e circuitos de temporização RC." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3092.

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Acompanha: Produto educacional: Desenvolvimento de um kit didático experimental para o ensino de resistores, capacitores e circuitos de temporização RC
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O Ensino de Física tem sofrido inúmeras transformações nas últimas décadas, discute-se muito sobre a inserção de diferentes recursos didáticos em sala de aula a fim de gerar um ambiente de aprendizagem diferente do tradicional, bem como proporcionar condições de uma aprendizagem efetiva para o aluno. O sistema tradicional do ensino de Física vem perdendo aos poucos a eficácia, o significado e até mesmo o interesse por parte do aluno em buscar conhecimento. O convívio constante com as mídias de maneira inapropriada tem provocado uma imensa perda de tempo, tornando-se um adversário desleal contra o estudo, restando assim pouco tempo para a aprendizagem. Nesse sentido, esse trabalho tem como objetivo o desenvolvimento de um novo método com uma proposta experimental e investigativa, baseado na teoria de Vygotsky, visando despertar no educando o interesse e a busca pelo saber, uma vez que ele é parte principal do processo, e que a partir de seus conhecimentos prévios é que o professor introduz seu conhecimento, proporcionando melhor interação entre professor e aluno, e também propiciando o desenvolvimento cognitivo e social no ambiente escolar. O kit didático experimental desenvolvido torna-se uma ferramenta de grande valia, que possibilita ao professor trabalhar um método diferenciado onde ele poderá relacionar a parte teórica com a parte prática, possibilitando com o kit trabalhar o conteúdo de resistores e capacitores por completo, de um modo que despertará no aluno um maior interesse. A tecnologia utilizada para o desenvolvimento do kit foi a plataforma de desenvolvimento Arduino que é composta por um microcontrolador e periféricos, devido ao fácil acesso a materiais didáticos disponíveis, possibilitando a fácil reprodução do protótipo futuramente por pessoas com pouco conhecimento na área e por ser uma plataforma open-source. Esse produto desenvolvido vem ao encontro das politicas de inclusão propostas pelos governos, que tem o objetivo de incluir na sociedade pessoas com necessidades educacionais especiais, pensando nisso, essa ideia vem contribuir e dar suporte a alunos com deficiências auditiva ou visual, bem como os demais alunos do ensino regular ou até mesmo superior, que necessitam estudar o conteúdo abordado aqui.
The teaching of physics has undergone numerous transformations in the last decades, much is discussed about the insertion of different didactic resources in the classroom in order to generate a learning environment different from the traditional one, as well as to provide conditions of an effective learning for the student. The traditional system of physics teaching has gradually lost its effectiveness, meaning and even the student's interest in seeking knowledge. The constant conviviality with the media in an inappropriate way has caused an immense loss of time, becoming an unfair opponent against the study, thus leaving little time for learning. In this sense, this work aims to develop a new method with an experimental and investigative proposal, based on Vygotsky's theory, aiming to awaken in the student the interest and the search for knowledge, since it is a main part of the process, and that from their previous knowledge is that the teacher introduces their knowledge, providing better interaction between teacher and student, and also fostering cognitive and social development in the school environment. The developed experimental teaching kit becomes a valuable tool that allows the teacher to work a different method where he can relate the theoretical part to the practical part, allowing the kit to work the contents of resistors and capacitors completely, so that the student will be more interested. The technology used for the development of the kit was the Arduino development platform which is composed of a microcontroller and peripherals, due to the easy access to available didactic material, allowing the easy reproduction of the prototype in the future by people with little knowledge in the area and being a open-source platform. This developed product is in line with the inclusion policies proposed by governments, which aims to include people with special educational needs in society. With this in mind, this idea contributes to and supports students with hearing or visual impairments, as well as other students of regular or even higher education, who need to study the content covered here.
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Leesinsky, Peter. "Student designs of experiments as indicators of physics reasoning." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70250.

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The purpose of this study was the assessment of physics reasoning on the basis of students' understanding of motion on an inclined plane. Subjects were presented with a video tape showing a motion experiment in steps and were asked to formulate hypotheses and design an experiment to test these. Subjects thought aloud while specifying the designs and goals of an experiment. Protocols were analyzed by an original method using schema representation techniques. Adequancy of subjects' reasoning was evaluated by comparison to a composite model built from physics domain principles. As more information was presented to subjects, processing differences were observed. Using a hierarchy of processes from recognition to generation, five groups of subjects were defined. Subjects differed in recognition and inclusion processes, use of incoming information, ability to generate experimental designs, and responses to falsification. Concepts of average velocity and differences in directionality of reasoning were analyzed.
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White, Richard Neal. "A high school physics instructor's website: Design, implementation, and evaluation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2062.

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In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.
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Books on the topic "Aids in teaching physics experiments"

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D, Epp Chirold, ed. Laboratory experiments in college physics. 6th ed. New York: Wiley, 1987.

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D, Epp Chirold, ed. Laboratory experiments in college physics. 7th ed. New York: Wiley, 1995.

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James, Mallmann A., ed. Experiments in physics: Principles and applications. 4th ed. New York: McGraw-Hill, 1990.

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Physics. Portland, Me: J.W. Walch, 2003.

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Jones, Gordon E. Physics demonstrations and experiments for high school. [Mississippi State]: Mississippi State University, Physics Department, 1989.

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Kutscher, Eugene. Physics research activities. Annapolis, Md: Alpha Publishing Co., 1988.

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Freier, G. D. A demonstration handbook for physics. 2nd ed. College Park, MD: American Association of Physics Teachers, 1985.

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Gore, Gordon R. Physics you can use: Fluids. Vancouver, BC: distributed by BC Teachers' Federation, Lesson Aids Service, 1995.

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Antonio, Gómez Agregán, ed. Actividades para construí-la física. [Santiago de Compostela]: Universidade de Santiago de Compostela, 1989.

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Baggett, Patricia. Breaking away from the math and science book: Physics and other projects for grades 3-12. Lanham, Md: ScarecrowEducation, 2004.

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Book chapters on the topic "Aids in teaching physics experiments"

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Cortini, Giulio. "Wrong Experiments as a Teaching Tool." In Thinking Physics for Teaching, 9–17. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1921-8_2.

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Kamphorst, Floor, Elwin Savelsbergh, Marjolein Vollebregt, and Wouter van Joolingen. "Event diagrams – Supporting student reasoning in special relativity through thought experiments." In Teaching Einsteinian Physics in Schools, 84–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003161721-8.

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Yao, Jian. "Computer Aided Teaching in Experiments of Building Physics." In Communications in Computer and Information Science, 321–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21402-8_52.

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Buning, Jaap, David Fokkema, Gerrit Kuik, and Tabitha Dreef. "Open Inquiry Experiments in Physics Laboratory Courses." In The Role of Laboratory Work in Improving Physics Teaching and Learning, 95–105. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_8.

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Du, Yanling, Hongxia Bu, and Xiaonan Fang. "Research on the Network Assisted Teaching System of College Physics Experiments." In Ubiquitous Computing Application and Wireless Sensor, 405–11. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9618-7_38.

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Dvorak, Leos. "Simple Experiments in Physics Teaching and Learning: Do They Have Any Perspectives?" In Upgrading Physics Education to Meet the Needs of Society, 99–124. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-96163-7_6.

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Euler, Manfred. "Empowering the Engines of Knowing and Creativity: Learning From Experiments." In The Role of Laboratory Work in Improving Physics Teaching and Learning, 3–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_1.

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Koudelková, Věra, and Leoš Dvořák. "Teaching-Learning Sequences Using Low-Cost Experiments Aimed at Understanding of Concepts of Electricity." In The Role of Laboratory Work in Improving Physics Teaching and Learning, 191–200. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_16.

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Reynaga-Peña, Cristina Gehibie, and Carolina del Carmen López-Suero. "Strategies and Technology Aids for Teaching Science to Blind and Visually Impaired Students." In Advances in Systems Analysis, Software Engineering, and High Performance Computing, 26–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8539-8.ch002.

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This chapter aims to provide a panorama of suitable teaching resources and strategies for science education of blind and visually impaired students. Although it is not a thorough review, its intention is to provide examples of what is possible to do specifically for experimental sciences (Biology, Chemistry, and Physics). The authors will also present the foundations for designing inclusive learning materials based on the user-centered design and universal design for learning (UDL) frameworks, using as example the development of technology-based tactile three-dimensional prototypes for teaching biology. An example of low-technology adaptations for making accessible instruments for the chemistry lab, using recycled materials will also be described, as well as adaptations for laboratory safety. Finally, there is also a section elaborating on the educational strategy to create inclusive and engaging environments in science laboratories.
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Adenle, Stephen Oyeyemi, and Jennifer N. L. Ughelu. "Utilization of Instructional Media and Academic Performance of Students in Basic Science." In Effects of Information Capitalism and Globalization on Teaching and Learning, 111–20. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6162-2.ch009.

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The use of instructional media is of vital importance for the teaching and learning of the basic sciences in primary and secondary schools, as it drives home the lesson point of the subject being taught and reduces stress for both teacher and student. The imaginative use of well-planned visual aids during classroom lessons does boost academic performances of students learning physics, chemistry, biology, and mathematics. This chapter investigates the impact of instructional media or design usage on the learning outcomes of students in the basic sciences in Lagos, Nigeria. The research design is Quasi-Experimental. The sample population consists of an experimental and a control group. The experimental group is taught with instructional media for a fortnight. The findings show that the use of instructional media positively impacted the learning outcomes of the students, thus highlighting the vital essence of using instructional media during lessons for enhancement of students' learning.
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Conference papers on the topic "Aids in teaching physics experiments"

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Illeperuma, G. D., and D. U. J. Sonnadara. "Computer vision based object tracking as a teaching aid for high school physics experiments." In 2017 4th International Conference on Electrical Engineering, Computer Science and Informatics (EECSI). IEEE, 2017. http://dx.doi.org/10.1109/eecsi.2017.8239112.

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Zovinova, Michaela, and Miroslava Ozvoldova. "New multimedia teaching tool using remote physics experiments." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059613.

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Obadović, D. Ž, M. D. Segedinac, and M. M. Stojanović. "“Hands on” Experiments in Integrated Approach in Teaching Physics and Chemistry." In SIXTH INTERNATIONAL CONFERENCE OF THE BALKAN PHYSICAL UNION. AIP, 2007. http://dx.doi.org/10.1063/1.2733259.

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Bernad, Peter, Natasa Vaupotic, and Robert Repnik. "Teaching the physics behind a 3D cinema through experiments supported by ICT." In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2019. http://dx.doi.org/10.23919/mipro.2019.8756771.

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Rochadel, Willian, Jose Pedro Shardosim Simao, Juarez Bento da Silva, and Andre Vaz da Silva Fidalgo. "Application of mobile devices and remote experiments for physics teaching in elementary education." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530210.

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Kozłowski, Adam, and Aleksandra Królak. "Teaching image processing and pattern recognition with the Intel OpenCV library." In Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments 2009, edited by Ryszard S. Romaniuk and Krzysztof S. Kulpa. SPIE, 2009. http://dx.doi.org/10.1117/12.837520.

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Zabołotny, Wojciech M., Michał Kruszewski, and Paweł Linczuk. "Teaching electronics in time of disease: virtual laboratory for Linux in embedded systems." In Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments 2020, edited by Ryszard S. Romaniuk and Maciej Linczuk. SPIE, 2020. http://dx.doi.org/10.1117/12.2579423.

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Atilola, Olufunmilola, Vimal Viswanathan, and Julie Linsey. "A Study on the Representation of Examples in Learning Engineering Concepts." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71262.

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The use of examples in engineering curricula is a commonly used means to teach engineering students new concepts and ideas; these examples play an important role in teaching engineering students how to become technically competent engineers and designers. Being able to learn from examples and avoid fixation to those examples is an important task in that process. Design fixation is a major constraint in design thinking as it limits the solution space where designers search for their ideas. The experiments described in this paper aims to investigate how students fixate to different types of representations. A pilot study comparing sketched and physical representations of examples shows that students are less likely to fixate to the design specifications of examples provided in the form of physical model, this suggests that they are able to better understand the design limitations of examples presented in the form of a physical model. Based on the preliminary results from this pilot experiment, the framework for a follow-up experiment is developed. This second experiment will explore the trend observed in the pilot study further and will compare how students fixate on and derive information between sketched and computer-aided design representations.
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Kosowska, Julia, and Grzegorz Mazur. "Using a software-defined computer in teaching the basics of computer architecture and operation." In Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments 2017, edited by Ryszard S. Romaniuk and Maciej Linczuk. SPIE, 2017. http://dx.doi.org/10.1117/12.2280769.

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Čubrilo, Danijela Radlović, Davor Čubrilo, Dušanka Obadović, Angelos Angelopoulos, and Takis Fildisis. "Presentation of Basic Thermodynamics Laws by Simple Experiments Applying Problem-Solving Teaching Methodology." In ORGANIZED BY THE HELLENIC PHYSICAL SOCIETY WITH THE COOPERATION OF THE PHYSICS DEPARTMENTS OF GREEK UNIVERSITIES: 7th International Conference of the Balkan Physical Union. AIP, 2010. http://dx.doi.org/10.1063/1.3322353.

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