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Journal articles on the topic 'Courses in Physics'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

Walters, William L. "Modernizing introductory physics courses." American Journal of Physics 56, no. 3 (1988): 200. http://dx.doi.org/10.1119/1.15689.

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2

Crompton, Barbara. "A-level physics courses." Physics Education 20, no. 6 (1985): 259–60. http://dx.doi.org/10.1088/0031-9120/20/6/101.

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3

Zhu, Yu Hua. "Investigation Report on Offering Physics Course in Science and Engineering Professions in the Secondary Vocational Schools." Advanced Materials Research 271-273 (July 2011): 1349–54. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1349.

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By the questionnaire, the physics course’ establishment and the teaching present situation are investigated in the science & engineering professions of the secondary vocational schools in Tangshan. The results indicate that the physics courses’ establishment cannot meet the specialized need by far, moreover, many problems exist in the established physics courses. Thus, physics courses’ effective educational model and teaching method's reform are imperative.

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4

Dyikanova, A. T., and R. Almaeva. "CRITERIA FOR ASSESSING PHYSICS COURSES IN TEACHING." МАТЕМАТИКА, ФИЗИКА ЖӘНЕ ИНФОРМАТИКАНЫ ОҚЫТУДЫҢ ӨЗЕКТІ МӘСЕЛЕЛЕРІ 1 (2024): 6–15. http://dx.doi.org/10.52081/mpimet.2024.v05.i1.028.

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This article is dedicated to the development of practical materials for assessing criteria in physics lessons. One of the main tasks of modern education is to improve the teaching methodology for subjects, preparing qualified personnel for these subjects, and objectively assessing students' knowledge. In recent years, one of the main directions of methodological work in schools has been the introduction of criteria assessment into the educational process. The criteria assessment technology, as one of the modern teaching methods, should solve many problems of modern education. Pedagogical theor

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5

Nissen, Jayson M., Ian Her Many Horses, Ben Van Dusen, Manher Jariwala, and Eleanor Close. "Providing Context for Identifying Effective Introductory Mechanics Courses." Physics Teacher 60, no. 3 (2022): 179–82. http://dx.doi.org/10.1119/5.0023763.

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Research-based assessments (RBAs) measure how well a course achieves discipline-specific outcomes. Educators can use outcomes from RBAs to guide instructional choices and to request resources to implement and sustain instructional transformations. One challenge for using RBAs, however, is a lack of comparative data, particularly given the skew in the research literature toward calculus-based courses at highly selective institutions. In this article, we provide a large-scale dataset and several tools educators in introductory physics courses can use to inform how well their courses foster stude

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Wahyuni, Agus, Caca Candra K, and Muhammad Syukri. "INTERCONNECTION BETWEEN STUDENT’S PREREQUISITE COURSES ACHIEVEMENT AND SUBSEQUENT ACHIEVEMENT IN MECHANICS." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 23, no. 2 (2018): 107–11. http://dx.doi.org/10.18269/jpmipa.v23i2.15074.

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This study investigated the interconnection between student’s achievements in prerequisite courses with their subsequent achievement in mechanics. Eighty-five preservice physics students’ achievement in four prerequisite courses for mechanics, namely Basic Physics I, Basic Physics II, Mathematics Physics I, and Mathematics Physics II, were analyzed statistically to determine the relationships and effects of prior achievement to sub-sequent learning achievement. Results suggested that students’ achievement in mechanics was significantly re-lated to students’ achievement in prerequisite courses.

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Yong, Xiaochun. "Project-Driven Design of University Physics Laboratory Courses." International Education Forum 2, no. 6 (2024): 89–95. http://dx.doi.org/10.26689/ief.v2i6.7944.

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With the increasing demands of higher education on students’ practical and innovative abilities, traditional university physics laboratory courses face numerous challenges. Project-driven teaching, as an emerging pedagogical approach, can effectively stimulate students’ interest in learning and enhance their overall qualities. This study aims to explore the application of project-driven teaching methods in university physics laboratory courses. Through theoretical analysis and practical design, feasible course design and implementation strategies are proposed. The results show that project-dri

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Irvani, Asep Irvan, Diana Rochintaniawati, Riandi Riandi, Parlindungan Sinaga, and Anderias Henukh. "Analysis of Quantum Physics Lectures from the Perspective of the MBKM and OBE Based Higher Education Curriculum." Jurnal Pendidikan Fisika dan Teknologi 10, no. 1 (2024): 44–54. http://dx.doi.org/10.29303/jpft.v10i1.6390.

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Lecture analysis in the core courses of the study program contributes to the evaluation of the curriculum used. This field study was carried out to analyze Quantum Physics lectures from the perspective of a university curriculum based on Independent Learning Campus (MBKM) and Outcome-Based Education (OBE). Data collection techniques were carried out through observing the implementation of learning in the Quantum Physics course, interviews with lecturers teaching quantum physics courses, and reviewing curriculum tools in the form of curriculum books, semester lecture plans (RPS), and assessment

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9

Beica, Hermina C., Shoshana Winter, Carson Mok, et al. "Laboratory Courses on Laser Spectroscopy and Atom Trapping." Atoms 8, no. 2 (2020): 25. http://dx.doi.org/10.3390/atoms8020025.

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We present an overview of experiments covered in two semester-length laboratory courses dedicated to laser spectroscopy and atom trapping. These courses constitute a powerful approach for teaching experimental physics in a manner that is both contemporary and capable of providing the background and skills relevant to a variety of research laboratories. The courses are designed to be accessible for all undergraduate streams in physics and applied physics as well as incoming graduate students. In the introductory course, students carry out several experiments in atomic and laser physics. In a fo

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10

Lahme, Simon Z., Pekka Pirinen, Lucija Rončević, et al. "A framework for designing experimental tasks in contemporary physics lab courses." Journal of Physics: Conference Series 2750, no. 1 (2024): 012016. http://dx.doi.org/10.1088/1742-6596/2750/1/012016.

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Abstract While lab courses are an integral part of studying physics aiming at a huge variety of learning objectives, research has shown that typical lab courses do not reach all the desired goals. While diverse approaches by lab instructors and researchers try to increase the effectiveness of lab courses, experimental tasks remain the core of any lab course. To keep an overview of these developments and to give instructors (and researchers) a guideline for their own professional efforts at hand, we introduce a research-informed framework for designing experimental tasks in contemporary physics

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11

Larkin, Teresa L. "Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder." International Journal of Engineering Pedagogy (iJEP) 7, no. 1 (2017): 136. http://dx.doi.org/10.3991/ijep.v7i1.6528.

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Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has

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12

Sobhanzadeh, Mandana, Calvin S. Kalman, and R. I. Thompson. "Labatorials in introductory physics courses." European Journal of Physics 38, no. 6 (2017): 065702. http://dx.doi.org/10.1088/1361-6404/aa8757.

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13

Chonacky, N. "Has Computing Changed Physics Courses?" Computing in Science & Engineering 8, no. 5 (2006): 4–5. http://dx.doi.org/10.1109/mcse.2006.88.

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14

Sokol, P. E. "Improvements in introductory physics courses." New Directions for Institutional Research 1993, no. 78 (1993): 41–44. http://dx.doi.org/10.1002/ir.37019937808.

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15

Sarkity, Dios, and Yudi Pratama. "Comparison and Correlation Between Students' Cognitive Competency in Regular Physics and Teaching and Learning Course." Jurnal Ilmiah Profesi Pendidikan 9, no. 3 (2024): 1739–45. http://dx.doi.org/10.29303/jipp.v9i3.2334.

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Students learn exact and non-exact subjects in the biology education department. Lectures are required to be carried out using the case method. This research aims to determine differences in students' cognitive competence through the implementation of the case method in General Physics and Teaching and Learning courses and to determine the relationship between students' cognitive competence in General Physics and Teaching and Learning courses. This research is a correlational descriptive study carried out in June-July 2023. This research involved 32 biology education students as the research s

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16

Ramsey, Gordon. "A Practical Approach to Physics for Non-Scientists." Physics Teacher 60, no. 5 (2022): 344–47. http://dx.doi.org/10.1119/5.0043083.

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Many high schools, two-year colleges, and universities offer a conceptual physics course for non-science students who have to take a basic science course. The students often enter the course unmotivated and may eventually withdraw. So, how do we make the course interesting enough for these students to gain the knowledge we desire and, more importantly, develop an appreciation for the role of science in society? A possible answer may lie in the approach to the material. Students who can relate to the topics in the course tend to be more motivated and acquire a greater understanding of the mater

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Cottrell, P. L. "Tertiary Astronomy Programs in New Zealand." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 172–73. http://dx.doi.org/10.1017/s1323358000025467.

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AbstractA number of New Zealand universities offer astronomy courses at different undergraduate levels. The courses are taught in Physics or Mathematics Departments. Some are only sub-courses within a physics major rather than a dedicated astronomy course. I will detail these and show material relating to the course content and some of the texts used. Postgraduate programs in astronomy are also offered, principally at the University of Canterbury but also at the University of Auckland and Victoria University of Wellington.

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18

Bukayeva, Anar, Gulbarshyn Syzdykova, Raushan Kiyakova, Gulnar Muratova, and Zanar Talaspayeva. "Evaluation of strategies in teaching legal discourse in “Professional Kazakh language” course." Scientific Herald of Uzhhorod University Series Physics, no. 55 (February 28, 2024): 562–76. http://dx.doi.org/10.54919/physics/55.2024.56kb2.

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Relevance. Legal terminology and professional discourse acquisition are a part requirement set for law students when learning the Kazakh professional language. Purpose. The present paper aims at investigating and evaluating the effective strategies of teaching the Kazakh legal discourse to pre-service law students in the “Professional Kazakh language” class. This study also attempted to identify students' attitudes towards the course “Professional Kazakh language” the subject content of teaching Kazakh professional legal discourse and effective strategies of teaching legal discourse to develop

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19

May, Jason M., Claudia De Grandi, Jordan M. Gerton, Lauren Barth-Cohen, Adam Beehler, and Brianna Montoya. "Bringing three-dimensional learning to undergraduate physics: Insight from an introductory physics laboratory course." American Journal of Physics 90, no. 6 (2022): 452–61. http://dx.doi.org/10.1119/10.0009715.

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Three-dimensional learning (3DL) is an approach to science instruction that was developed for K-12 science education and that can provide guidance for improving undergraduate physics laboratories. In this paper, we describe efforts to comprehensively integrate 3DL into a sequence of undergraduate introductory physics for life sciences (IPLS) laboratory courses. This paper is tailored for introductory physics faculty interested in advancing their course's learning goals by simultaneously engaging students in experimental practices, scientific reasoning, and conceptual knowledge. We first review

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20

White, Susan C. "AP Physics C and AP Physics 2: Second-year physics courses?" Physics Teacher 60, no. 3 (2022): 238. http://dx.doi.org/10.1119/10.0009699.

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21

Aydın Gürler, Sümeyye, and Oktay Baykara. "DEVELOPMENT OF AN ATTITUDE SCALE FOR PHYSICS COURSES AND A REVIEW OF STUDENT ATTITUDES." Journal of Baltic Science Education 19, no. 1 (2020): 6–24. http://dx.doi.org/10.33225/jbse/20.19.06.

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The aim of present research was to develop a Likert type scale that determines the attitudes of 9th grade students towards physics courses so as to identify the physics students’ attitudes towards this course. The research started with a draft scale of 30 items. The draft scale was applied to 177 ninth grade students as a pilot research. According to results obtained from factor analysis, a scale that has 21 items and covering six sub-sets was developed. KMO value of the scale was .82; the Bartlett’s test value was 1997.3; and the internal consistency coefficient (Cronbach’s alpha) was .90. Th

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22

Richterek, L., J. Říha, T. Hrouzková, and Z. Pucholt. "Geogebra supporting materials for introductory physics university courses." Journal of Physics: Conference Series 2693, no. 1 (2024): 012012. http://dx.doi.org/10.1088/1742-6596/2693/1/012012.

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Abstract In this contribution, we present a set of Geogebra activities used in several introductory courses on Classical mechanics, Special relativity, Introductory course to cosmology and within the courses for non-physics majors (Physics for chemists, Physics for biologists). Examples include various oscillations, curvilinear coordinates, solutions of equations of motion, basic types of Minkowski spacetime diagrams and the effective potential for the dynamic of basic cosmological models. All the activities include basic interactivity and the possibility to play with selected parameters. They

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23

Marshman, Emily, Zeynep Y. Kalender, Christian Schunn, Timothy Nokes-Malach, and Chandralekha Singh. "A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences." Canadian Journal of Physics 96, no. 4 (2018): 391–405. http://dx.doi.org/10.1139/cjp-2017-0185.

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The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the under-representation and under-performance of women in physics. Here, we present a framework for helping all students learn in science courses that takes into account four factors: (1) the characteristics of instruction and learning tools, (2) student characteristics, (3) implementation of instruction and learning tools, and (4) the students’ environments. While there has be

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24

Mutmainna, Mutmainna, and Musdar Musdar. "Persepsi dan Penggunaan Buku Teks dan Sumber Belajar Online Mahasiswa Universitas Sulawesi Barat pada Mata Kuliah Fisika Dasar." JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) 6, no. 1 (2022): 41–50. http://dx.doi.org/10.30599/jipfri.v6i1.1126.

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This research is done to (1) know the percentage of use of textbooks by students in the Basic Physics course; (2) to know the percentage of students using online learning resources in Basic Physics courses; (3) find out the tendency of students to use both learning sources while undergoing Basic Physics course activities in 2020/2021 even semester. This research is a quantitative descriptive study and applies incidental sampling. The population and sample are 259 and 50 students. The results showed that (1) the percentage of students using textbooks in the Basic Physics course was 54% stating

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25

Grayson, Diane J. "Rethinking the content of physics courses." Physics Today 59, no. 2 (2006): 31–36. http://dx.doi.org/10.1063/1.2186279.

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26

Hobson, Art. "Teaching “modern” physics in introductory courses." Physics Teacher 38, no. 7 (2000): 388. http://dx.doi.org/10.1119/1.1324516.

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27

Alinea, Allan L., and Wade Naylor. "Polarization of physics on global courses." Physics Education 50, no. 2 (2015): 210–17. http://dx.doi.org/10.1088/0031-9120/50/2/210.

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28

Greenslade, Thomas B., and John D. Idoine. "Laboratory examinations in introductory physics courses." Physics Teacher 30, no. 1 (1992): 56–57. http://dx.doi.org/10.1119/1.2343470.

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29

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

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French, A. P. "Some thoughts on introductory physics courses." American Journal of Physics 56, no. 2 (1988): 110–13. http://dx.doi.org/10.1119/1.15711.

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31

Schmidt, William L. "Poetry Writing in General Physics Courses." Physics Teacher 51, no. 2 (2013): 90–92. http://dx.doi.org/10.1119/1.4775528.

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32

McBride, Krista K. "Linking Science Fiction and Physics Courses." Physics Teacher 54, no. 5 (2016): 280–84. http://dx.doi.org/10.1119/1.4947155.

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33

Gusmira, Eva, Muhammad Kukuh, and Arif Ma'rufi. "Analisis dan Pemetaan Mata Kuliah Bersyarat Program Studi Fisika Menggunakan BackPropagation Neural Network." Jurnal Penelitian Pembelajaran Fisika 13, no. 2 (2022): 271–76. http://dx.doi.org/10.26877/jp2f.v13i2.12979.

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This study aims to analyze and map the conditional courses at the Tadris Physics Study Program, Faculty of Tarbiyah and Teacher Training, Sulthan Thaha Saifuddin State Islamic University Jambi. This research is an applied science research, data analysis using quantitative descriptive technique. The data is in the form of documenting the value of the 2019/2020 Tadris Physics Study Program students. The research sample consisted of 11 sample subjects from 19 population subjects. The data is processed using Backpropagation Neural Network with Python programming language. Validation and accuracy o

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Akmam, A., R. Hidayat, F. Mufit, R. Anshari, and N. Jalinus. "Effect of Generative Learning Models Based on Cognitive Conflict on Students’ Creative Thinking Processes Based on Metacognitive." Journal of Physics: Conference Series 2582, no. 1 (2023): 012058. http://dx.doi.org/10.1088/1742-6596/2582/1/012058.

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Abstract Metacognition is influenced the creative thinking process in Computational Physics courses. The Computational Physics is needed in the business and industrial. However, Computational Physics courses are less attractive for students. The challenge in learning Computational Physics is how to help students effectively develop creative and computational thinking skills. Based on the above, the purpose of this study is to determine the effectiveness of the PGOC3ARE learning model to create the students’ creative thinking skills in Computational Physics learning and to determine the effect

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35

Burkholder, Eric, Shima Salehi, and Carl E. Wieman. "Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics." PLOS ONE 16, no. 4 (2021): e0249086. http://dx.doi.org/10.1371/journal.pone.0249086.

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Providing less prepared students with supplemental instruction (SI) in introductory STEM courses has long been used as a model in math, chemistry, and biology education to improve student performance, but this model has received little attention in physics education research. We analyzed the course performance of students enrolled in SI courses for introductory mechanics and electricity and magnetism (E&M) at Stanford University compared with those not enrolled in the SI courses over a two-year period. We calculated the benefit of the SI course using multiple linear regression to control f

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Trout, Joseph J., Tara Jacobsen, Gracie Buondonno, and Courtney Weber. "‘Astrophysics: history and theory’, an undergraduate, interdisciplinary, asynchronous astrophysics course taught in the physics program." Physics Education 57, no. 4 (2022): 045015. http://dx.doi.org/10.1088/1361-6552/ac48c3.

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Abstract This project produced an online astronomy course based on the free, online OpenStax textbook. When this project was conceived, about a year before the Covid-19 pandemic, the authors had no idea that in a short period of time, most college and university classes would be online. This abrupt change in modalities of courses, from traditional, face-to-face lectures and laboratories to a more modern online format, sparked energetic discussions about the effectiveness of online courses. This paper describes the online astronomy course and its creation and evaluates the success of the course

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Almianai, Rini, Soewarno Soewarno, Ahmad Farhan, and Musdar Musdar. "The Difficulty Of Physics Education Students Class 2018 In Studying Quantum Physics Courses Online." Asian Journal of Science Education 4, no. 1 (2022): 9–16. http://dx.doi.org/10.24815/ajse.v4i1.23601.

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Problem-solving in the Quantum Physics course which requires a very mathematical description and analysis is considered difficult by students, especially if the learning is done online. This study aims to find out the difficulties of learning Quantum Physics courses through online learning for physics education students in class 2018 FKIP USK. The subjects in this study were students of physics education class 2018 who took the Quantum Physics course, totaling 49 people. The research approach used is descriptive quantitative. Data collection was carried out using a closed questionnaire based o

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Halim, A., Soewarno Soewarno, Elmi Elmi, Zainuddin Zainuddin, I. Huda, and Irwandi Irwandi. "The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses." Jurnal Penelitian & Pengembangan Pendidikan Fisika 6, no. 2 (2020): 203–16. http://dx.doi.org/10.21009/1.06207.

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The misconception in mastering physics concepts occurs in basic physics and is also found in advanced physics, such as Modern Physics or Quantum Physics. Efforts to remediate misconceptions have been done manually or offline but are often constrained at too long an interval between identification activities and remediation actions. Through the advancement of online learning systems, E-learning media, these obstacles can easily be overcome. This article will discuss one way of remediation using Moodle-based E-Learning modules. A total of 2 classes (45 students) were randomly selected for the ex

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Qamhieh, N., M. Benkraouda, and N. Amrane. "Best Practice in Teaching General Physics Courses." International Journal of Computers 16 (March 4, 2022): 30–32. http://dx.doi.org/10.46300/9108.2022.16.6.

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General Physics I & II are a requirement for both Science and Engineering students, and approximately 1000 students are taking this course every year at United Arab Emirates University (UAEU). In the Department of Physics at UAEU we have introduced the course by using a coursemanagement software "the Blackboard (BB)". Besides putting the regular lecture power point slides and continuous communication with students through BB, we have established a very elaborate database of assignments for students to take at the end of each chapter. Using the embedded technology in BB, students are allowe

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Karim, Nafis I., Alexandru Maries, and Chandralekha Singh. "Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics." Canadian Journal of Physics 96, no. 4 (2018): 411–19. http://dx.doi.org/10.1139/cjp-2017-0171.

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We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses that make significant use of evidence-based active engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrollment and often had 100–200 students. The analysis of data for validated conceptual surveys presented here includes data from large numbers of students from two-semester sequences of introductory

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Logman, P. S. W. M. "Engaging theoretically primed students in second year lab courses." Journal of Physics: Conference Series 2727, no. 1 (2024): 012021. http://dx.doi.org/10.1088/1742-6596/2727/1/012021.

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Abstract During their second year, about 50 undergraduate physics students engage in an open inquiry lab course of 56 hours that prepares them for their bachelor research project. Two combined theory-practical courses (of which 84 hours are spent in the lab) precede this open inquiry course. These preceding courses focus on specific research skills or the use of new theory in experiments (among others the Fourier transform and signal processing). These courses are based on Holmes’ SQI-model. The final open inquiry course that focuses on general research skills is based on Etkina’s ISLE-model.

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42

Gnitetskaya, Tatyana N., Natalia S. Purysheva, and Elena B. Ivanova. "Connectedness of Physics and Chemistry Courses in the Group of Terms." Advanced Materials Research 1033-1034 (October 2014): 1391–94. http://dx.doi.org/10.4028/www.scientific.net/amr.1033-1034.1391.

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The present article shows the results of comparing the connectedness between the high school courses of Physics and Chemistry. The calculation of connectedness has been conducted within a graph model of inter-subject links developed by Gnitetskaya Tatyana N. The inter-subject space of the Physics and Chemistry courses is based on this model. The quantitative characteristics of this model are used to establish the hierarchy of physical terms used in Chemistry, and chemical terms used in Physics for all combinations of the Physics and Chemistry courses under review. Quantitative values of the co

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Wang, Mingchao. "Practical Research on the Ideological and Political Construction of College Physics Experiment Courses in the New Era." Education Reform and Development 7, no. 6 (2025): 13–19. https://doi.org/10.26689/erd.v7i6.11017.

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With the full implementation of the ideological and political construction of courses in colleges and universities across the country, new educational concepts and forms have continuously emerged, which also pose higher requirements for teaching work in colleges and universities. As a basic course in natural science, the College Physics Experiment is offered to science students across the university, emphasizing cultivating students’ practical operation ability and innovative thinking ability. At the same time, it also contains rich “ideological and political” elements. Therefore, physics teac

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Krasnova, Lyubov, and Viktor Shurygin. "Blended Learning of Physics in the Context of the Professional Development of Teachers." International Journal of Emerging Technologies in Learning (iJET) 14, no. 23 (2019): 17. http://dx.doi.org/10.3991/ijet.v14i23.11084.

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In line with the improvement of traditional teaching methods, the new ones are intensively introduced at all levels of education. Usually, these are the methods tied with e-learning. Essentially, teachers must be able and ready to create an innovation-driven learning environment contributing to the effective individualization of the learning process. At the same time, each student should achieve the highest possible outcomes standing behind the personality development. This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning

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Manthey, Seth, and Eric Brewe. "Toward University Modeling Instruction—Biology: Adapting Curricular Frameworks from Physics to Biology." CBE—Life Sciences Education 12, no. 2 (2013): 206–14. http://dx.doi.org/10.1187/cbe.12-08-0136.

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University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is s

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Dhina, Meiry Akmara, Ida Kaniawati, and Yusi Riksa Yustiana. "Learning basic physics in Pharmacy Study Program with systems thinking skills needed by pharmacy students." Momentum: Physics Education Journal 8, no. 1 (2024): 55–64. http://dx.doi.org/10.21067/mpej.v8i1.8457.

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This research is a preliminary study aimed at analyzing the methods of teaching basic physics applied in the pharmacy program, as well as its implications for the relevance of physics concepts in pharmacy courses and the development of students' system thinking skills. A cross-sectional survey method was used, employing a structured questionnaire based on the Likert scale, involving physics course instructors from private and public universities. The research findings indicate that, although basic physics has significant potential in contributing to the development of the system thinking skill

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Pierson, Stephen W., Suzanne T. Gurland, and Valerie Crawford. "Improving the Effectiveness of Introductory Physics Service Courses: Bridging to Engineering Courses." Journal of Engineering Education 91, no. 4 (2002): 387–92. http://dx.doi.org/10.1002/j.2168-9830.2002.tb00721.x.

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Gnitetskaya, Tatyana N., and Elena B. Ivanova. "Comparing the Content of the Term Electron in High School Courses of Physics and Chemistry." Advanced Materials Research 1033-1034 (October 2014): 1383–86. http://dx.doi.org/10.4028/www.scientific.net/amr.1033-1034.1383.

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The article compares the semantic content of the term “electron” given in high school courses of Chemistry and Physics. It shows that the information volume of the term “electron” in the Chemistry course is substantially bigger than the volume of the same term in the course of Physics. The article offers recommendations on optimizing the content of the Chemistry course in order to avoid overloading the students.

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Zhaidakbayeva, Lyazzat, and Raushan Sambetova. "Open online courses technology in the professional ICT training." Scientific Herald of Uzhhorod University Series Physics, no. 55 (January 22, 2024): 392–99. http://dx.doi.org/10.54919/physics/55.2024.39nr2.

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Relevance. Under the conditions of continuous social and economic development, and increasing the volumes of knowledge in all areas of society, the system of vocational education and training is facing new challenges. It is important for future employees in the sphere of information and communication technologies (ICT) to maintain their competitiveness in the labour market. Job seekers in this field need not only technical knowledge and skills but also the ability to adapt to changing conditions. Self-employment currently is a very relevant form of learning which allows you to achieve the abov

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Juita, Dewi, Yusmaridi M, and Vevi Sunarti. "Product Overview of Physics Student Enterpreneurship in Educational Enterpreneurship Courses." KOLOKIUM Jurnal Pendidikan Luar Sekolah 11, no. 1 (2023): 99–107. http://dx.doi.org/10.24036/kolokium.v11i1.573.

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The educational entrepreneurship course is a subject that is in accordance with the vision of the UIN Imam Bonjol Padang campus, namely to form graduates who are creative and independent. This course is given to students majoring in physics education which is a science group. This research aims to find out to what extent students with science knowledge are able to provide creative ideas for entrepreneurial products that they can design. This research uses a qualitative approach with descriptive methods. The instrument in this study was an unstructured interview questionnaire and documentation

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