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

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

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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Yakovleva, E. "Psychological and Pedagogical Characteristics of Students’ Demands While Self-studying at the Institution of Higher Education." Bulletin of Science and Practice 6, no. 10 (October 15, 2020): 379–86. http://dx.doi.org/10.33619/2414-2948/59/34.

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In the conditions of rapid growth of new scientific and application information, the volume of knowledge that a graduate of a higher school has to master is constantly increasing. Educational standards, curricula, educational and methodological resources, textbooks and teaching aids despite being constantly reconsidered aren’t able to catch up with all the current changes. In this context a large gap between scientific achievements and the content of university courses arises which reduces the quality of training students. The solution to this contradiction is the development of students’ need for self-studying along with the improvement of the methodology and methods of teaching certain courses at the university. Based on the analysis of psychological and pedagogical research and personal experience, the characteristics of three levels of students’ readiness for self-studying are revealed. Potentialities of teachers’ activity for the organization of students’ controlled cognitive activity are determined. It is proved that the need for independent acquisition of certain subject matter and modules of the course under study inevitably leads to a shift in priorities from memorizing and reproducing the acquired knowledge to their independent acquisition and mastering. Particular attention is drawn to the need for organizing independent laboratory research and virtual laboratory experiments in physics which provide supportive environment for the formation of students’ need for self-study.

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Wahyuningsih, Fita Tri, Yusro Al Hakim, and Ashari Ashari. "Pengembangan Alat Peraga Pengukur Debit Air Menggunakan Sensor Flow Berbasis Arduino Sebagai Media Pembelajaran Fluida." Radiasi : Jurnal Berkala Pendidikan Fisika 12, no. 1 (April 30, 2019): 38–45. http://dx.doi.org/10.37729/radiasi.v12i1.31.

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Research has been carried out on the development of teaching aid for measuring water debit using an Arduino based flow sensor as a medium of fluid learning in order to determine the feasibility of a water discharge measuring instrument developed as a fluid learning media. This research is development research consisting of the stages of data collection, product design, design validity, design revision, limited trials. The research subjects for the limited trial were the 4th-semester students of the Physics Education Study Program, Muhammadiyah University Purworejo with 19 students. The product developed is a water discharge measuring device that uses an Arduino-based flow sensor as a fluid learning media through the validation stage by experts. Furthermore, the product is revised and limited to trial. From the results of the trial of the tool carried out the Water Discharge Gauge using an Arduino-based Flow Sensor obtained a debit of (3.80 ± 0.13) liters/minute. While the data from the test results taken manually were debit at (3.55 ± 0.31) liters/min. With a relative error that is very small, with a comparison of sensor and manual measurement data on water discharge of 3.40%. This shows the value of the measurement accuracy is very good. From the results of the validation carried out by the validator namely expert lecturers and peers, it was found that the quality of the teaching aids was included in the excellent category with an average percentage of 76% and the quality of the guidebook was included in the excellent category with an average percentage gain of 78%. A limited trial was conducted by conducting a practicum using a water discharge measuring instrument using an Arduino-based flow sensor, then the results of the student questionnaire responses resulted in a percentage value of 87.22% with very good criteria. Thus the Water Discharge Measuring Tool using Arduino Based Flow Sensors is feasible to be used in Fluid material experiments.

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Abeleira Ortíz, José Luis, and Noelio Vázquez Vargas. "Estudio de sistemas físicos reales asistido por video análisis favorece el desempeño investigativo experimental." Revista de Investigación en Tecnologías de la Información 9, no. 18 (June 30, 2021): 1–13. http://dx.doi.org/10.36825/riti.09.18.001.

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Video analysis is one of the computer resources used to develop experimental activities in the teaching of Physics. It carries particular features that enables users to examine real physical systems in a virtual environment and model the changes that take place in such real physical systems. This current research paper aimed to design and implement experimental investigations assisted by video analysis in order to enhance learner performance through the exploration of real physical systems with the aid of the systematization of an experimental research procedure. As an example, the modeling of an activity is offered which is based on the need of determining the water consumption of a real-world physical system. The methodology used consisted of assessing learner performance using different assessment activities such as pedagogical tests and observations. The statistical processing of results showed significant differences regarding learner performance comparing the learning results before and after the execution of the designed experimental activities.

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Henningsen, Jes. "Teaching laser physics by experiments." American Journal of Physics 79, no. 1 (January 2011): 85–93. http://dx.doi.org/10.1119/1.3488984.

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Johnson, D. G., and J. A. John. "Use of demonstrations and experiments in teaching business statistics." Journal of Applied Mathematics and Decision Sciences 7, no. 2 (January 1, 2003): 93–103. http://dx.doi.org/10.1155/s1173912603000099.

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The aim of a business statistics course should be to help students think statistically and to interpret and understand data, rather than to focus on mathematical detail and computation. To achieve this students must be thoroughly involved in the learning process, and encouraged to discover for themselves the meaning, importance and relevance of statistical concepts. In this paper we advocate the use of experiments and demonstrations as aids to achieving these goals. A number of demonstrations are given which can be used to illustrate and explain some key statistical ideas.

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Pavlin, Jerneja. "Experiments in Physics Teaching and Learning." Center for Educational Policy Studies Journal 8, no. 1 (March 26, 2018): 5. http://dx.doi.org/10.26529/cepsj.495.

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Mai, Xin. "Multimedia Technology Aids College Art Teaching Research." Journal of Physics: Conference Series 1213 (June 2019): 042010. http://dx.doi.org/10.1088/1742-6596/1213/4/042010.

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Kocijancic, S. "Online experiments in physics and technology teaching." IEEE Transactions on Education 45, no. 1 (2002): 26–32. http://dx.doi.org/10.1109/13.983218.

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Dermawan, Oki, Sovia Mas Ayu, Junaidah, Meisuri, Defriyanto, and Rosa Indriyani. "Remote Control Caras Physics Teaching Aids by Utilizing Recycled Wastes." Journal of Physics: Conference Series 1467 (February 2020): 012048. http://dx.doi.org/10.1088/1742-6596/1467/1/012048.

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Mulhayatiah, D., R. F. Ningsih, H. Y. Suhendi, D. Nasrudin, and E. K. Yuningsih. "TUMPULS teaching aids as an alternative media for physics learning." Journal of Physics: Conference Series 1402 (December 2019): 044088. http://dx.doi.org/10.1088/1742-6596/1402/4/044088.

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Atoeva, Mehriniso Farkhodovna. "THE ORGANIZATION OF PHYSICAL EXPERIMENTS IN TEACHING PHYSICS." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3561–68. http://dx.doi.org/10.17762/pae.v58i1.1308.

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Тhis article describes the methodology for organizing experimental classes in the subject of physics on the basis of the State Program in the subject. The techniques and experiments can be used by teachers in teaching subject physics and recommended as a practical and methodological indication for young teachers in organizing students' independent work in groups and individually, using modern information and pedagogical technologies in the educational process.

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Haryadi, R., M. Vita, I. S. Utami, I. Ihsanudin, Y. Setiani, and A. Suherman. "Briquettes production as teaching aids physics for improving science process skills." Journal of Physics: Conference Series 1157 (February 2019): 032006. http://dx.doi.org/10.1088/1742-6596/1157/3/032006.

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Skordoulis, Constantine, and Gianna Katsiampoura. "Teaching Experiments in 18th-19th Century Greek Physics Textbooks." Archives Internationales d'Histoire des Sciences 60, no. 164 (June 2010): 79–92. http://dx.doi.org/10.1484/j.arihs.5.101815.

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Sari, S. Y., W. S. Dewi, and Asrizal. "Validity of science teaching aids based on project based learning." Journal of Physics: Conference Series 1481 (March 2020): 012107. http://dx.doi.org/10.1088/1742-6596/1481/1/012107.

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Kamаleyeva, A. R., and R. R. Khadiullina. "FROM THE EXPERIENCES OF TEACHING AIDS «PHYSICS IN SPORTS» FOR STUDENT-ATHLETES." Krasnoyarsk Science, no. 6 (October 10, 2014): 110. http://dx.doi.org/10.12731/2070-7568-2014-6-10.

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Hu, Yu Jen, Ya Ting Tsai, Ming Chi Tsai, Ching Ho Yen, and Jyh Bin Ke. "The Study of Carrier of Aerial Afforestation Design." Applied Mechanics and Materials 157-158 (February 2012): 1097–103. http://dx.doi.org/10.4028/www.scientific.net/amm.157-158.1097.

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In this study, we use the single-winged seeds flying model to study the relevant parameters. Afforestation used as sowing carrier stay in the air spill design to improve sowing distance. This study is further implemented the method currently carried out by Forestry Bureau for afforestation and soil conservation. This study is funded by the relevant principles of fluid dynamics to explore: physical analysis of the five seeds. Reads as follows: (1) structure and trajectory, (2) advance ratio, (3) lift thrust vs. pitch angle, (4) loading vs. terminal velocity, (5) cut-off angle area.. Finally, this study design some carrier models for testing. Spill sowing the spacing and the drift distance experiment analysis results. With experimental data, (shown in Table 2). This research used easy materials that you can make a lot. Fluid mechanical principles could be excellent learning materials for children to explore the use of teaching aids.

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Bissell, P. R., E. Webster, and C. A. Babasanya-Craig. "Phase-sensitive detector experiments in the teaching laboratory." Physics Education 22, no. 2 (March 1, 1987): 122–26. http://dx.doi.org/10.1088/0031-9120/22/2/008.

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Astleitner, Hermann. "Effects of External Learning Aids on Learning with Ill-Structured Hypertext." Journal of Educational Computing Research 17, no. 1 (July 1997): 1–18. http://dx.doi.org/10.2190/lu3a-3qf0-cd5p-gxn9.

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From a practical point of view the research presented in this article investigates learning in ill-structured hypertext without (efficient) internal learning aids (such as maps, guided tours, or intelligent information retrieval support), because this kind of learning system is more spread in everyday instruction with new information technologies (e.g., WWW) than educationally well equipped learning systems. Based on the concepts of “minimalist instruction” and “browsing” three experiments (with high school and college students) concerning learning with ill-structured hypertext are depicted. In each of the experiments one different kind of external learning aid (memo pads, learning time, and teaching objectives) was manipulated and examined on its effect on intentional and incidental knowledge acquisition. Also corresponding traits (action control, achievement motivation, extraversion, and motivation for variation) and process variables (e.g., frequency and diversity of chosen nodes) were considered as covariables. Statistical procedures were focused on CTTI (Complex Trait-Treatment-Interactions)-analysis with MAN(C)OVA. Results showed that the less students were action-oriented the more they profited in intentional learning from using memo pads. The usage of memo pads also decreased incidental learning, especially when many nodes were chosen. Results further indicated that intentional learning was high and incidental learning was low when learning time was at a medium level. The salience of teaching objectives influenced both types of learning in interaction with the measured motivational personality traits. Findings were briefly discussed on the basis of an integrated theoretical aptitude-treatment interaction approach to knowledge acquisition using cognitive effort as main construct.

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Iwaniszewska, Cecylia. "Teaching Astronomy in Schools." International Astronomical Union Colloquium 98 (1988): 217. http://dx.doi.org/10.1017/s0252921100093027.

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This contribution summarized the ways in which astronomical teaching was evolving and some of the teaching aids that could be employed. The work of GIREP (Groupe International de Recherche sur l’Enseignment de la Physique) – which holds conferences on the teaching of physics, including astronomy, every two years – was described together with some material reported at the 1986 conference which was devoted to astronomy.

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Alatas, Fathiah. "Developing Simple Teaching Aids On Static Fluid Material As A Learning Media For Physics." Jurnal Pendidikan Fisika 7, no. 2 (May 10, 2019): 197–211. http://dx.doi.org/10.26618/jpf.v7i2.1749.

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The development of simple teaching aids in static fluid material is needed so that students better understand the concepts in the material. The concept that was initially considered abstract by students would be more concrete with the presence of teaching aids in the material, and the appropriate worksheets needed to be used as practical instructions. This study aims to determine: (1) the validity of the props developed; (2) practicality of props; (3) the effectiveness of teaching aids developed on student learning outcomes. The method used is the Research and Development (R D) method using the ADDIE model design. The trial subjects used 30 students of class XI MIA 1 MAN 3 Bogor. The results of the study show: (1) the validity of props is included in the valid category; (2) the practicality of props in terms of student responses shows very practical categories; (3) the effectiveness of teaching aids from student learning outcomes shows very effective categories with N-Gain values in the high category. These results indicate that the props developed have been used properly in the learning process.Keywords: teaching aids, learning media, static fluid.Pengembangan alat peraga sederhana pada materi fluida statis diperlukan agar siswa lebih memahami konsep pada materi tersebut. Konsep yang awalnya dianggap abstrak oleh siswa akan menjadi lebih kongkret dengan adanya alat peraga pada materi tersebut, serta LKPD yang tepat dibutuhkan untuk dijadikan sebagai petunjuk praktikum. Penelitian ini bertujuan untuk mengetahui: (1) validitas alat peraga yang dikembangkan; (2) kepraktisan alat peraga; (3) keefektifan alat peraga yang dikembangkan terhadap hasil belajar siswa. Metode yang digunakan adalah metode Research and Development (RD) dengan menggunakan desain model ADDIE. Sampel uji coba menggunakan 30 siswa kelas XI MIA 1 MAN 3 Bogor. Hasil penelitian menunjukkan: (1) validitas alat peraga termasuk dalam kategori valid; (2) kepraktisan alat peraga ditinjau dari respon siswa menunjukkan kategori sangat praktis; (3) efektivitas alat peraga dari hasil belajar siswa menunjukkan kategori sangat efektif dengan nilai N-Gain berada pada kategori tinggi. Hasil tersebut menunjukkan bahwa alat peraga yang dikembangkan telah layak digunakan dalam proses pembelajaran.Kata kunci: alat peraga, media pembelajaran, fluida statis.

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Tokarev, P. "Electronic interactive panel as a modern mean of professional training of future physics teachers." New Collegium 3, no. 101 (October 12, 2020): 68–74. http://dx.doi.org/10.30837/nc.2020.3.68.

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The article gives a theoretical justification for the effectiveness of the interactive panel as a modern mean of preparing future physics teachers for professional activities. The technical and didactic properties of the interactive whiteboard and the principles of its use are singled out. Based on the analysis of psychological, pedagogical and professional literature, the essence of the concepts "teaching aids", "technical teaching aids", "interactive teaching aids" is revealed. The author's definition of the concept of "learning tools" is given. The classification of the concept of "learning tools" on various grounds: the nature of the representation of the surrounding reality, the application in the educational process. The article describes the difference between the concepts of "electronic interactive whiteboard" and "electronic interactive panel". The didactic possibilities of electronic interactive panels as an effective teaching tool used to prepare future physics teachers for professional activities are highlighted, the advantages of their use in the educational process are described. The didactic functions of the electronic interactive panel – managerial, adaptive, informative, integrative, interactive, motivational, communicative, developing and educational are considered. The article describes the possibilities of using an electronic interactive panel used in the professional activities of a physics teacher, which will provide increased attention, increase motivation for learning and cognitive activity, activation of mental activity. The problems which are solved by mean of use of the electronic interactive panel in the course of teaching of physics in establishments of higher education are considered.

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Dobrogowski, W., A. Maziewski, and V. Zablotskii. "Remote teaching experiments on magnetic domains in thin films." European Journal of Physics 28, no. 1 (November 15, 2006): 71–83. http://dx.doi.org/10.1088/0143-0807/28/1/008.

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Banik, Ivan, Jozefa Lukovičová, Gabriela Pavlendová, and Rudolf Podoba. "Problems in Teaching Physics at Technical Universities." Annals of West University of Timisoara - Physics 57, no. 1 (December 1, 2013): 10–23. http://dx.doi.org/10.1515/awutp-2015-0102.

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Abstract The paper deals with the problem of decreasing level of knowledge of university students due to the changes of the school system in Slovakia. As the commonly repeated words connected with education in 21st.century are key competencies, we tried to look at the problems and challenges in teaching physics from this point of view. The role of classical experiments in our computerized world is also discussed.

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Pokharel, Jagat Krishna. "Pedagogical Practice in Teaching - Learning Mathematics in Secondary in School Level." Rupantaran: A Multidisciplinary Journal 3 (October 2, 2020): 43–50. http://dx.doi.org/10.3126/rupantaran.v3i0.31740.

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This article reflects about the effective and concrete learning of mathematics with the help of self-devised innovative activities, worksheets, project experiments and teaching aids. The present research shows if maximum participation of students is ensured -either in the mathematics laboratory activities or class room interactive questioning sessions like that of quiz- is really joyful learning of the subject. `Learning by doing` is very effective methodology in teaching learning process as the experience gained meticulously (Krockover, 1997). It remains permanently fixed in the minds of the children. Thus, innovative teaching aids and projects of mathematic laboratory plays a vital role in the conceptualization process. Some researchers emphasize on the children`s experience of school education that must be linked with the life outside the school. It brings joyful experience in the learning. Keeping this in mind, several opportunities are provided to students to construct their systematic knowledge by engaging them in activities, experiment, field visits, discussion with peers and teachers, group works, brainstorming sessions, collecting information from different sources, inquiring, listening, thinking and so on. The students are encouraged and allowed to share and explain their ideas and ask, pose and frame questions. Appropriate innovative tools and techniques are applied depending on the situation and requirement.

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González, M. Á., Manuel Á. González, M. Esther Martín, César Llamas, Óscar Martínez, Jesús Vegas, Mar Herguedas, and Cármen Hernández. "Teaching and Learning Physics with Smartphones." Journal of Cases on Information Technology 17, no. 1 (January 2015): 31–50. http://dx.doi.org/10.4018/jcit.2015010103.

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The use of mobile technologies is reshaping how to teach and learn. In this paper the authors describe their research on the use of these technologies to teach physics. On the one hand they develop mobile applications to complement the traditional learning and to help students learn anytime and anywhere. The use of this applications has proved to have very positive influence on the students' engagement. On the other hand, they use smartphones as measurement devices in physics experiments. This opens the possibility of designing and developing low cost laboratories where expensive material can be substituted by smartphones. The smartphones' sensors are reliable and accurate enough to permit good measurements. However, as it is shown with some examples, special care must be taken here if one does not know how these apps used to access the sensors' data are programmed.

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Jadrayeva, L., and D. Kuatbayeva. "TEACHING SCHOOL PHYSICS AT STEM EDUCATION." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 194–98. http://dx.doi.org/10.51889/2020-1.1728-7901.33.

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This article reveals the problem of the formation of a modern style of thinking, a logical culture among students in STEM education. The modern educational system is aimed at orienting the student to incentives and assessments received from the outside, from society. In the conditions of rapidly developing information technology, it became possible to more clearly demonstrate many “real experiments” in real time using the knowledge gained in the lessons. In particular, we analyzed the effectiveness of using the STEM condition in physics lessons. We examined the benefits of STEM technology. A study of two identical lessons was carried out in which we prove that the new approach improves the interest and cognition of students. The use of STEM technologies in physics classes shows an improvement in the quality of education, as well as attracting students to the world of science.

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Atoeva, Mehriniso Farhodovna, Rano Mehriyevna Saidova, Vahobiddin Shavkatovich Kamolov, and Behzod Amonovich Hikmatov. "The Teaching Tools Of Physics Course Topics On The Basis Of Interdiscipline Integration." American Journal of Social Science and Education Innovations 03, no. 03 (March 30, 2021): 293–98. http://dx.doi.org/10.37547/tajssei/volume03issue03-44.

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The article discusses the use of effective teaching aids in teaching physics. In this regard, the importance of interdisciplinary integration, the main organizational and pedagogical activities based on interdisciplinary relations, is widely covered. The main goal of integration in the article is to create a holistic view of the world around the student, that is, to form a worldview, to explore some possibilities for a high-quality solution to the problems of teaching and educating students, to build a comprehensive learning process.

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Haagen-Schützenhöfer, Claudia, and Birgit Joham. "Professionalising Physics Teachers in Doing Experimental Work." Center for Educational Policy Studies Journal 8, no. 1 (March 26, 2018): 9. http://dx.doi.org/10.26529/cepsj.333.

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It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boostfor experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the centralconcepts of physics. Besides this function of “learning physics”, empirical evidence shows that experimental work in general has a high potential for promoting “learning about science” and finally “doing science”. Promoting aspects of how science works has become important, as the ideas of scientific literacy and competence orientation have been established as central educational goals in many national education systems. However, empirical studies show that the reality in schools does not match these expectations. Conventional physics classes still aim only at the mastery of content, and experiments that cognitively activate students and address issues related to the Nature of Science (NOS) have not been implemented extensively. The reasons for this can be found in teachers’ attitudes and beliefs, as well as in their PCK concerning experiments and scientific knowledge production. In past decades in Austria, teacher education did not focus a great deal on the didactical aspects of experiments or their integration into physics classes in order to promote aspects of scientific literacy and competence orientation. Furthermore, there is a lack of high quality continuing professional development courses that promote the concepts of Inquiry-Based Learning (IBL) in combination with relevant ideas of NOS. The present study examines inservice teachers’ beliefs about the function of experiments in science teaching and their meaningful integration into science classes. In the form of case studies, we follow the professional development of teachers in this field during continuing teacher training.

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Daniela, Cziprok Claudia, F. F. Popescu, Pop Alexandru Ioan, and Variu Andrei. "Conceptual Maps and Integrated Experiments for Teaching/Learning Physics of Photonic Devices." Procedia - Social and Behavioral Sciences 191 (June 2015): 512–18. http://dx.doi.org/10.1016/j.sbspro.2015.04.284.

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Boyd, R. A., J. L. Bliss, and K. G. Libbrecht. "Teaching physics with 670‐nm diode lasers—experiments with Fabry–Perot cavities." American Journal of Physics 64, no. 9 (September 1996): 1109–16. http://dx.doi.org/10.1119/1.18330.

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Vaganova, Olga I., Zhanna V. Smirnova, Maria V. Mukhina, Olga V. Golubeva, and Zhanna V. Chaykina. "Features of Educational Electronic Grade Development by Engineering Disciplines." SHS Web of Conferences 50 (2018): 01213. http://dx.doi.org/10.1051/shsconf/20185001213.

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Traditional teaching aids lose their relevance in connection with the introduction of a competence approach, therefore, it is necessary to introduce such manuals that will allow students to retain their mobility and productivity without losing the quality of teaching. The relevance of the chosen topic is determined by the identification of the features of the development of qualitatively new electronic teaching aids in the university. The purpose of the research: identification of features of the development of an electronic textbook in the formation of professional competencies of students. For this purpose we have singled out the definition of the term “electronic publication”. The problems associated with the development and implementation of electronic textbooks have been identified. The principles of creating electronic materials have been singled out, which is part of the structure and composition of the electronic textbook, as well as the experiments carried out by us, demonstrating, firstly, the need to use information technology in education, and secondly the informativeness and effectiveness of the electronic textbook. One of the main recommendations for the creation of an electronic textbook is the need to provide the teacher with an adequate individual perception, understanding of the teaching material by students. It is necessary to timely eliminate errors, as well as update data: a glossary, practical tasks and text textbooks.

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Koponen, Ismo T., and Terhi Mäntylä. "Generative Role of Experiments in Physics and in Teaching Physics: A Suggestion for Epistemological Reconstruction." Science & Education 15, no. 1 (February 2006): 31–54. http://dx.doi.org/10.1007/s11191-005-3199-6.

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Anggo, Mustamin, and La Arapu. "The Use of Mathematics Teaching Aids to Train Metacognition Ability of Elementary School Students." Journal of Physics: Conference Series 1028 (June 2018): 012143. http://dx.doi.org/10.1088/1742-6596/1028/1/012143.

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Sugiman, H. Suyitno, Rochmad, and I. Junaedi. "Utilization of manipulative teaching aids to grow the numerical ability of students with disabilities." Journal of Physics: Conference Series 1321 (October 2019): 022097. http://dx.doi.org/10.1088/1742-6596/1321/2/022097.

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Schardl, Nicholas. "Experiments Trump Precise Definitions for Teaching Science to Middle-School Students." Physics Today 57, no. 1 (January 2004): 13. http://dx.doi.org/10.1063/1.1650052.

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Wild, Graham, and Geoff Swan. "The development of acoustic experiments for off-campus teaching and learning." Physics Education 46, no. 3 (May 2011): 281–89. http://dx.doi.org/10.1088/0031-9120/46/3/004.

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Văn Trinh, Mai, and Nguyễn Đăng Thuấn. "Connected computer experiments to – aid the teaching of physics in upper secondary school." Journal of Science, Educational Science 60, no. 8 (2015): 85–91. http://dx.doi.org/10.18173/2354-1075.2015-0148.

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48

Karwasz, Grzegorz P., Krzysztof Służewski, and Anna Kamińska. "CONSTRUCTIVISTIC PATHS IN TEACHING PHYSICS: FROM INTERACTIVE EXPERIMENTS TO STEP-BY-STEP TEXTBOOKS." Problems of Education in the 21st Century 64, no. 1 (April 25, 2015): 6–23. http://dx.doi.org/10.33225/pec/15.64.06.

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Teaching Physics, in-between theory and technical applications is nowadays a tedious task. Apparent abundance of web resources makes access to information easy, but its use by pupils is quite unclear. These difficulties, added to less importance held by physics nowadays than in the last decades, inside the national educative system, caused in many countries a fall of interest in studying science and technology. Within several national and international programs, involving mainly Poland and Italy, various recipes for school education at lower and higher secondary level were developed in our group. All these recipes were oriented towards real experiments and constructing the discovery paths with pupils. The school (and extra-scholastic activities for primary-age pupils) included: collections of simple experiments “Physics and Toys”, interactive lectures for children, itinerary exhibitions, innovative textbooks inviting the reader to a heuristic dialog, computer-guided experiments, and collections of problems in physic solved step-by-step. We resume some of these implementations and draw main results. Actions were undertaken with three cultural goals: trigger a wide interest in physics through “Fun in Physics” activities, improve didactical efficiency at schools, induce students’ initiative in an independent discovery of science. In detail, for a lower secondary school simple interactive experiments on electromagnetism were introduced, and a textbook on mechanics. For higher secondary schools – a textbook on modern physics and computer-guided experiments; for children aged 5-10 – interactive lectures on mechanics, electricity, acoustics. Evaluations were performed by qualitative and quantitative measures, in Poland and Italy, in collaboration with several teachers and PhD students. All these, constructivist applications show an improved efficiency and find positive evaluations among teachers and pupils. However, partial and sporadic actions do not lead to significant results. Only conjugated implementations of new experimental tools (real objects) and didactical methods (inquiry-based teaching) shows achievements congruent with the Lisbon EU declaration on Knowledge-based Societies (EU Commission White Paper: Education and Training, 1995). Key words: educational systems, teaching physics, interactive exhibitions, simple experiments, computer-guided laboratories, constructivism, cognitive sciences.

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杜, 娟. "Self-Made Physics Teaching Aids Based on Core Literacy—Taking Three Primary Colors as an Example." Creative Education Studies 09, no. 03 (2021): 737–41. http://dx.doi.org/10.12677/ces.2021.93121.

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Wardi, Zaotul, and Nurul Hidayah. "Problem-based learning of teaching aids Development “linear program board” in improving student learning outcomes." Journal of Physics: Conference Series 1539 (May 2020): 012079. http://dx.doi.org/10.1088/1742-6596/1539/1/012079.

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