Journal articles: 'Conceptual physics'

1

Hewitt, Paul. "Conceptual Physics." Physics Teacher 37, no. 5 (May 1999): 286–87. http://dx.doi.org/10.1119/1.880288.

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Hewitt, Paul G. "Equations and conceptual physics." Physics Teacher 39, no. 9 (December 2001): 516. http://dx.doi.org/10.1119/1.1482555.

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Jones, Evan. "Conceptual Physics has Traction." Physics Teacher 47, no. 9 (December 2009): 566–67. http://dx.doi.org/10.1119/1.3264582.

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Bonham, Scott W. "Reading Maxwell in Conceptual Physics." Physics Teacher 56, no. 5 (May 2018): 320–21. http://dx.doi.org/10.1119/1.5033881.

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Trout, Charlotte, Scott A. Sinex, and Susan Ragan. "Building Dynamic Conceptual Physics Understanding." Physics Teacher 49, no. 6 (September 2011): 377–79. http://dx.doi.org/10.1119/1.3628270.

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Hubisz, John L. "Convenient, Compact, and Conceptual — Conceptual Physics Alive!, by Paul Hewitt." Physics Teacher 41, no. 6 (September 2003): 374. http://dx.doi.org/10.1119/1.1607820.

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KIM, Jung Kuk, and Youngmin KIM*. "Effect of a Physics Conceptual Model Completion Activity and a Physics Conceptual Model Modifying Activity on High-school Students' Achievement in Physics Conceptual Learning." New Physics: Sae Mulli 61, no. 5 (May 31, 2011): 471–78. http://dx.doi.org/10.3938/npsm.61.471.

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Fraknoi, Andrew. "Early Conceptual Physics Texts and Courses." Physics Teacher 41, no. L2 (July 2003): L1. http://dx.doi.org/10.1119/1.1756492.

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Warren, William R. "Conceptual Physics in Two-Year Colleges." Physics Teacher 41, no. 4 (April 2003): 210–12. http://dx.doi.org/10.1119/1.1564501.

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Marshak, Robert E., and Sidney Bludman. "Conceptual Foundations of Modern Particle Physics." Physics Today 47, no. 4 (April 1994): 63–64. http://dx.doi.org/10.1063/1.2808473.

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Dykstra, Dewey I., C. Franklin Boyle, and Ira A. Monarch. "Studying conceptual change in learning physics." Science Education 76, no. 6 (November 1992): 615–52. http://dx.doi.org/10.1002/sce.3730760605.

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Ford, Kenneth W. "Depth and Math in Conceptual Physics." Physics Teacher 47, no. 9 (December 2009): 566. http://dx.doi.org/10.1119/1.3264581.

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Foster, B. "Conceptual foundations of modern particle physics." Endeavour 18, no. 1 (January 1994): 44. http://dx.doi.org/10.1016/0160-9327(94)90121-x.

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Woolnough, J. A. "Girls, boys and conceptual physics: How senior secondary students have responded to a conceptual physics course." Research in Science Education 23, no. 1 (December 1993): 355. http://dx.doi.org/10.1007/bf02357084.

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Garik, Peter, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross, and Manher Jariwala. "Teaching the Conceptual History of Physics to Physics Teachers." Science & Education 24, no. 4 (December 3, 2014): 387–408. http://dx.doi.org/10.1007/s11191-014-9731-9.

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Hubisz, John L. "35 Years of “Conceptual” Physics: Problem Solving in Conceptual Physics: Paul G. Hewitt and Phillip R. Wolf; Conceptual Physics Alive!: The San Francisco Years: Paul G. Hewitt." Physics Teacher 44, no. 4 (April 2006): 253–54. http://dx.doi.org/10.1119/1.2186247.

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Ozkan, Gulbin, and Unsal Umdu Topsakal. "Determining Students’ Conceptual Understandings of Physics Concepts." Shanlax International Journal of Education 8, no. 3 (June 1, 2020): 1–5. http://dx.doi.org/10.34293/education.v8i3.2908.

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In this study, it was aimed to determine the students’ conceptual understanding and misconceptions about the concepts in the 8th grade Matter and Properties unit. Students (n = 180) of two high schools in Istanbul Province participated in the study. The qualitative research method was used to determine students’ conceptual understanding. A paper-and-pencil questionnaire consisting of six questions was applied as a data collection tool. Student responses to the questionnaires were subcategories by content analysis, and the percentages of the responses were determined. As a result of the findings obtained from the study, it was seen that 8th-grade students had some conceptual deficiencies and misconceptions about pressure and buoyancy.

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V., Mark. "Mathematical and Conceptual Integration for Physics Quandaries." Communications on Applied Electronics 6, no. 3 (November 25, 2016): 7–9. http://dx.doi.org/10.5120/cae2016652441.

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Wayne, Andrew. "Conceptual Foundations of Field Theories in Physics." Philosophy of Science 67 (September 2000): S516—S522. http://dx.doi.org/10.1086/392842.

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Hung, Woei, and David H. Jonassen. "Conceptual Understanding of Causal Reasoning in Physics." International Journal of Science Education 28, no. 13 (October 27, 2006): 1601–21. http://dx.doi.org/10.1080/09500690600560902.

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Syuhendri, S. "Effect of conceptual change texts on physics education students’ conceptual understanding in kinematics." Journal of Physics: Conference Series 1876, no. 1 (April 1, 2021): 012090. http://dx.doi.org/10.1088/1742-6596/1876/1/012090.

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Mustafa, Javed, Shafqatullah Shafqatullah, and Muhammad Athar Hussain. "A Study on the Conceptual Understanding Level of the Students of Trained and Untrained Physics Teachers." International Journal of Learning and Development 10, no. 3 (September 18, 2020): 32. http://dx.doi.org/10.5296/ijld.v10i3.17714.

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The study investigated the conceptual understanding level of 10thgrade students of trained and untrained Physics teachers in boys’ secondary schools of district Karak, Khyber Pakhtunkhwa-Pakistan. The objectives of the study were; (1) to find out the conceptual understanding level of the students of trained Physics teachers; (2) to investigate the conceptual understanding level of the students of untrained Physics teachers; and, (3) to explore the difference between the conceptual understanding levels of the students of trained and untrained teachers of Physics.Descriptive Research Strategy was used. Population of the study was all the 10th grade students of trained and untrained Physics teachers of district Karak. Multistage sampling technique was used and total 400 students were selected randomly as sample of the study. A self-developed test was administered as an instrument for the collection of data. The test covered the contents of physical quantities, properties of matter, force, work, power and energy and gravitation.The results of the study revealed that in the selected contents, the overall conceptual understanding of the students of trained Physics teachers was hardly satisfactory. While the conceptual understanding level of the students of untrained Physics teachers was good. Although there was no vital difference, however, the conceptual understanding level of the students of trained Physics teachers was comparatively poorer than the conceptual understanding level of the students of untrained Physics teachers.

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Thompson, M. J. "Conceptual astronomy." Contemporary Physics 35, no. 4 (July 1994): 289–90. http://dx.doi.org/10.1080/00107519408222095.

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Sathe, D. V. "Conceptual Understanding." Physics Today 38, no. 11 (November 1985): 144. http://dx.doi.org/10.1063/1.2814790.

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Muratovic, Maksuda. "Conceptual change approach in the teaching of physics." Nastava i vaspitanje 64, no. 3 (2015): 573–83. http://dx.doi.org/10.5937/nasvas1503573m.

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Taub, Rivka, Michal Armoni, and Mordechai (Moti) Ben-Ari. "Physics Conceptual Understanding in a Computational Science Course." Journal of Computational Science Education 9, no. 2 (December 2018): 2–13. http://dx.doi.org/10.22369/issn.2153-4136/9/2/1.

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Dyson, Samuel E. "“Conceptual” physics: Reflections of a first-year teacher." Physics Teacher 39, no. 7 (October 2001): 446–47. http://dx.doi.org/10.1119/1.1416323.

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Hammer, David. "Students' beliefs about conceptual knowledge in introductory physics." International Journal of Science Education 16, no. 4 (July 1994): 385–403. http://dx.doi.org/10.1080/0950069940160402.

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Kohnle, Antje, Stewart Mclean, and Marialuisa Aliotta. "Towards a conceptual diagnostic survey in nuclear physics." European Journal of Physics 32, no. 1 (November 8, 2010): 55–62. http://dx.doi.org/10.1088/0143-0807/32/1/006.

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Hewitt, Paul G. "The Joy of Teaching and Writing Conceptual Physics." Physics Teacher 49, no. 7 (October 2011): 412–16. http://dx.doi.org/10.1119/1.3639147.

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31

Tomabechi, K., J. R. Gilleland, Yu A. Sokolov, and R. Toschi. "ITER conceptual design." Nuclear Fusion 31, no. 6 (June 1, 1991): 1135–224. http://dx.doi.org/10.1088/0029-5515/31/6/011.

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32

Ülen, Simon, and Ivan Gerlič. "The Conceptual Learning of Physics in Slovenian Secondary Schools." Organizacija 45, no. 3 (May 1, 2012): 140–44. http://dx.doi.org/10.2478/v10051-012-0015-3.

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The Conceptual Learning of Physics in Slovenian Secondary SchoolsIn the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction.

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Moreno Martínez, Nehemías, Rita Guadalupe Angulo Villanueva, Isnardo Reducindo Ruiz, and Ruth Mariela Aguilar Ponce. "Teaching physics using physlets that incorporate hybrid conceptual maps." Apertura 10, no. 2 (October 1, 2018): 20–35. http://dx.doi.org/10.32870/ap.v10n2.1335.

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Pinchuk, Anton V., and Vladimir A. Pinchuk. "Physics Base & Conceptual Views Complex of Ball Lightning." Journal of Modern Physics 01, no. 04 (2010): 251–75. http://dx.doi.org/10.4236/jmp.2010.14037.

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Bravar, L., and M. L. Kavvas. "On the physics of droughts. I. A conceptual framework." Journal of Hydrology 129, no. 1-4 (December 1991): 281–97. http://dx.doi.org/10.1016/0022-1694(91)90055-m.

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Mazens, Karine, and Jacques Lautrey. "Conceptual change in physics: children’s naive representations of sound." Cognitive Development 18, no. 2 (April 2003): 159–76. http://dx.doi.org/10.1016/s0885-2014(03)00018-2.

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Beatty, Ian D., and William J. Gerace. "Probing physics students’ conceptual knowledge structures through term association." American Journal of Physics 70, no. 7 (July 2002): 750–58. http://dx.doi.org/10.1119/1.1482067.

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Taasoobshirazi, Gita, and Gale M. Sinatra. "A structural equation model of conceptual change in physics." Journal of Research in Science Teaching 48, no. 8 (July 22, 2011): 901–18. http://dx.doi.org/10.1002/tea.20434.

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O'Brien, Michael J., and John R. Thompson. "Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding." Physics Teacher 47, no. 4 (April 2009): 234–39. http://dx.doi.org/10.1119/1.3098211.

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Desbien, Dwain M. "High-Speed Video Analysis in a Conceptual Physics Class." Physics Teacher 49, no. 6 (September 2011): 332–33. http://dx.doi.org/10.1119/1.3628252.

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41

Králiková, Petra, and Aba Teleki. "THE CONCEPTUAL STRUCTURE OF PHYSICS TEXTBOOKS FOR SECONDARY SCHOOLS." CBU International Conference Proceedings 4 (September 18, 2016): 563–68. http://dx.doi.org/10.12955/cbup.v4.814.

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Textbooks are an essential part of the learning process, therefore they need to be written in a way that is easy to understand. In real life, we often come across complex systems with scale invariant (power law) distributions, which display a surprising degree of tolerance against errors, i.e. degree of robustness. We are confident that knowledge organized in this manner is better for usage in textbooks and promotes easier learning as content would be more intelligible. Initially, we talk about the evolution of some networks, and then we deal with the differences between Poisson and scale invariant distribution in real networks. In conclusion, we are looking for connection between scale invariant distribution and Zipf’s law.

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Mazzolini, Margaret, and Bronwyn Halls. "Astro Concepts: Learning Underlying Physics Principles in Conceptual Astronomy." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 149–51. http://dx.doi.org/10.1071/as00149.

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AbstractAstro Concepts is a project within Swinburne University of Technology in Melbourne developing browser-based software modules on Optical Telescopes, Nebulae and Binary Stars. The modules are designed to enhance students' understanding of basic physics concepts, which underlie introductory-level conceptual astronomy courses. When complete, the Astro Concepts modules will be available for use in university courses in introductory astronomy, introductory physics teaching, secondary teaching and online astronomy education. The strategy outlined here is to obtain a reasonable level of understanding of the necessary physics concepts by presenting them embedded in relevant and interesting astronomy contexts, and by the use of an engaging educational approach requiring active learning by the student.

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Pinchuk, Anton V., and Vladimir A. Pinchuk. "«The Ball Lightning»: Physics Base & Conceptual Views Complex." Eurasian Chemico-Technological Journal 11, no. 3 (April 4, 2016): 169. http://dx.doi.org/10.18321/ectj278.

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The complex of conceptual views about ball lightning (BL) as containing surplus electrical charge quasi-stationary material foundation with distinctions between levels of translation temperature and exciting temperatures of chemical bonds and electron energy states has been offered and is substantiated in the paper. The being formed complex is grounded upon overstepping the limits of generally accepted physical base and is aimed at all-round substantiation of jointly observed in nature manifestations ob BL. Within the limits of the being formed complex the possibility of localization of ball lightning in airspace is confirmed. The nature of the one’s radiate capacity is substantiated. The role of environment as source that feeds BL with energy is established. Power supply mechanisms, conditions and peculiarities of BL’s characteristics reproduction through lifetime are specified. The formations channels of energy resources of BL are turned out. Levels of BL’s energy potentialities, both permissibility proper and wide diapason of variation of the ones (multi-faces of ball lightning) are substantiated. Adequacy of being formulated conceptual views as a whole is confirmed.

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Hurt, C. D. "Conceptual citation frequency — Quantum mechanics and elementary particle physics." Czechoslovak Journal of Physics 36, no. 1 (January 1986): 62–64. http://dx.doi.org/10.1007/bf01599728.

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Uwamahoro, Jean, Kizito Ndihokubwayo, Michael Ralph, and Irénée Ndayambaje. "Physics Students’ Conceptual Understanding of Geometric Optics: Revisited Analysis." Journal of Science Education and Technology 30, no. 5 (March 21, 2021): 706–18. http://dx.doi.org/10.1007/s10956-021-09913-4.

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46

Baltas, Aristides. "Physics as a Mode of Production." Science in Context 6, no. 2 (1993): 569–616. http://dx.doi.org/10.1017/s0269889700001514.

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The ArgumentStarting from the thesis that a science constructs the knowledge of the part of the world allotted to it, the present paper aims at bringing together all the various aspects of physics (structural, epistemic, historical, social) under a unified conceptual framework — that provided by the Marxian concept “mode of production.” After an introduction providing the initial plausibility grounds for the undertaking, the concept is analyzed into its conceptual elements in Part I of the paper. The analysis presents the reconstruction initiated by Louis Althusser and developed by his followers. Part II starts from a characterization of physical problems. This offers a basis for “reading” physics in the terms introduced in Part I. The rest of Part II is devoted to the identification of all the aspects of physics with the conceptual elements in question. The paper aims at three things: to uncover the connections holding among seemingly disparate aspects of physics, usually discussed in almost total independence from each other; to take full account of the social dimensions of physics without vindicating social constructivism; to show that the boundaries separating the disciplines of philosophy, history and sociology of science are more arbitrary than usually considered.

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Geelan, David. "Physical Science Teacher Skills in a Conceptual Explanation." Education Sciences 10, no. 1 (January 17, 2020): 23. http://dx.doi.org/10.3390/educsci10010023.

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There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student’s understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada.

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Woolnough, J. A., and R. S. Cameron. "Girls, boys and conceptual physics: An evaluation of a senior secondary physics course." Research in Science Education 21, no. 1 (December 1991): 337–44. http://dx.doi.org/10.1007/bf02360489.

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49

Clarke, J. A., D. Angal-Kalinin, N. Bliss, R. Buckley, S. Buckley, R. Cash, P. Corlett, et al. "CLARA conceptual design report." Journal of Instrumentation 9, no. 05 (May 9, 2014): T05001. http://dx.doi.org/10.1088/1748-0221/9/05/t05001.

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Lim, Teik-Cheng, and Seeram Ramakrishna. "A Conceptual Review of Nanosensors." Zeitschrift für Naturforschung A 61, no. 7-8 (August 1, 2006): 402–12. http://dx.doi.org/10.1515/zna-2006-7-815.

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Nanosensors are gaining increasing attention due to the need to detect and measure chemical and physical properties in difficult to reach biological and industrial systems that are in the nano-scale region. This conceptual review surveys various nanosensors, which are categorized into three broad types: optical, electromagnetic and mechanical nanosensors. The sensing concepts and their corresponding advantages are discussed with reference to their applications.

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Journal articles on the topic 'Conceptual physics'

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