Academic literature on the topic 'Physics education, physics textbooks, textbooks evaluation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Physics education, physics textbooks, textbooks evaluation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Physics education, physics textbooks, textbooks evaluation"
1
Li, Xiying, Liusu Wang, Jiliang Shen, et al. "ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA." Journal of Baltic Science Education 17, no. 2 (2018): 229–38. http://dx.doi.org/10.33225/jbse/18.17.229.
Full textAbstract:
In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China’s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students’ scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students’ abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks. Keywords: physics textbook, textbook evaluation, scientific inquiry activity, content analysis
2
Nurhayati, Nurhayati, and Eti Sukadi. "PENGEMBANGAN BUKU AJAR EVALUASI PENDIDIKAN FISIKA BERBASIS PENDEKATAN KONSTRUKTIVISTIK." Jurnal Pendidikan Matematika dan IPA 10, no. 1 (2019): 20. http://dx.doi.org/10.26418/jpmipa.v9i2.25863.
Full textAbstract:
AbstractThis study aims to 1) Produce instructional textbook of physics education based on constructivistic approach, and 2) Knowing the quality of textbooks in terms of feasibility aspects of content, feasibility of presentation, language feasibility and feasibility grafika according to experts. This research is an R & D research with procedural model that adapted the procedure of ADDIE development which consists of three stages: analysis, design, and development. The research instrument is in the form of scale of textbook quality assessment using Likert scale made in the form of checlist. The subjects of textbook quality assessment are three material experts and three media experts. Textbook quality data obtained in the form of quantitative data is converted by product quality percentage scale. The result of this research are: (1) Developed instructional product in the form of textbook based on constructivistic approach as learning material of physics education evaluation in accordance with KKNI curriculum, and (2) The quality of textbook developed has excellent quality (SB) based on assessment of material experts with a percentage of 84.05% of ideal high score 148, and excellent quality (SB) based on media expert's judgment with a percentage of 82.56% of the ideal high score of 80.Keywords: textbooks, physical education evaluations, constructivistically
3
Boisandi, Boisandi, and Syarif Lukman Hakim Alsagaf. "Developing Electrical Magnetic Textbook Based On Technological Pedagogical Content Knowledge (TPCK)." Jurnal Pendidikan Fisika 9, no. 1 (2021): 14–24. http://dx.doi.org/10.26618/jpf.v9i1.4379.
Full textAbstract:
Electrical magnetic is a compulsory subject in the physics education program. One of the learning outcomes and graduates in the curriculum is to be able to analyze subject matter (pedagogical content knowledge). Researcher's observations during giving lectures on magnetic electricity showed that students paid less attention to the importance of understanding on the relationship between learning outcomes and teaching material during lectures. Thus, this phenomenon is appointed as one of the lecture evaluations in the study program. The lecture’s evaluation results in a recommendation to develop textbooks that are adjusted in learning outcomes and graduates that refer to the curriculum of the physics education program. It is not enough to stop here, the problem findings continue for online learning related to Work From Home policies during the pandemic. This of course requires the availability of references that can be open accessed. Hence, the researchers then attempted to develop electrical magnetic textbook based on PCK (pedagogical content knowledge) which contained material content and material content analysis according to learning outcomes and graduates in the curriculum of the Physics Education. This study aims to : (1) determine the feasibility of electrical magnetic textbook based on PCK according to experts. (2) determine the responses of students after using electrical magnetic textbook based on PCK. The research method uses research and development design by gathering information stages and references, designing, developing, product, validating, and revising the product. The research was conducted in 2020 in the physics education study program IKIP PGRI Pontianak. Data collection techniques are in the form of indirect communication techniques. Overall, electrical magnetic textbook based on PCK have been produced. The validation results show that textbooks have an average validation score of 77.77% with Eligible criteria. The students’ responses analysis show that textbooks developed have an average score of 78.52% with high criteria. After the revision, the textbook was presented with an online ISBN and open access on the online media
4
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 (2015): 6–23. http://dx.doi.org/10.33225/pec/15.64.06.
Full textAbstract:
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.
5
Qasim, Syed Hasan, and Sudhansu Shekhar Pandey. "CONTENT ANALYSIS OF DIAGRAMMATIC REPRESENTATIONS IN UPPER PRIMARY SCIENCE TEXTBOOKS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 474–79. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2155.
Full textAbstract:
The present study is an attempt to investigate content analysis of diagrammatic representations in upper primary science textbooks based on diagrammatic typology. The study analyzed the distribution of diagrams in different upper primary science book categories. The sample selected consists of a total number of nine 7th grade physics, chemistry and biology textbooks adopted in three Indian Certificate of Secondary Education (I.C.S.E) schools in the Allahabad, India. Content analysis in this research entails a systematic coding and categorizing of the diagrams, drawings, photos, charts and graphs appeared in upper primary school science textbooks. A great amount of diagrams have been used in the upper primary level of science teaching. On average, there are about 1.20 diagrams in physics, 0.80 diagrams in chemistry & 1.06 diagrams in biology textbooks used per page for the purposes of explaining, presenting or evaluating the scientific domain. The results confirmed that upper primary level of science education demands large quantity of diagrams to facilitate students learning. So content analysis of diagrammatic representations of science textbooks is recommended and teachers should adopt such diagrammatic strategies which increase the level of knowledge of learners. Teachers should teach students through different diagrammatic representations skills and to enhance their academic performance.
6
Shekarbaghani, Ashrafoalsadat. "Comparative Study of Physics Curriculum in Iran with Several Other Countries." International Education Studies 9, no. 8 (2016): 112. http://dx.doi.org/10.5539/ies.v9n8p112.
Full textAbstract:
<p class="apa">This article is a qualitative study, which was done in 2013-2014. In this study using a comparative study was conducted to compare physics curriculum elements of Iran with the countries studied. Countries studied: Singapore, Turkey, India, England and Australia have diverse educational system. In this study, the structure of the educational system, the physics curriculum, teaching methods, students' achievement evaluation methods were studied and compared. The aim of the research was to identify the Features of the physics curriculum in Iran. In some cases, similarities and differences were observed. From the major problems in the physics curriculum of Iran is many number of books is more than in other countries. And time teaching physics Iranian schools is less than in other countries, While the content of physics books of Iranian schools from all countries studied is further and to do physics experiments in Iranian schools are of less importance. Iran evaluation system is the traditional way and held for final evaluation. The results can help to educational planners and authors of physics textbooks for perform more accurate and more comprehensive correction to the physics curriculum.</p>
7
Azevedo, Jacson Santos, and Francisco Nairon Monteiro Júnior. "Tratamento Histórico Presente em Livros Didáticos de Física Concernente à Velocidade da Luz." História da Ciência e Ensino: construindo interfaces 21 (July 6, 2020): 48–64. http://dx.doi.org/10.23925/2178-2911.2020v21p48-64.
Full textAbstract:
ResumoA análise de livros didáticos de física voltados para educação básica tem sido matéria de pesquisa há décadas, contando com diversas abordagens metodológicas e voltadas a variados conteúdos específicos presentes em tais livros. Alinhados com esta tradição de pesquisa e munidos de cinco critérios avaliativos elaborados por nós, apresentamos, no presente artigo, a análise de quatro coleções aprovadas pelo PNLD 2018, concernente ao tratamento histórico contido em tais coleções na apresentação do tópico ‘velocidade da luz’, o qual consiste num importante recorte da histórica da óptica clássica que perpassa pela Física do século XX e seus desdobramentos epistemológicos na dualidade onda-partícula da luz. Frisamos que, longe de esgotar tal recorte, almejamos que nossa contribuição possa fortalecer os futuros livros didáticos de Física, provendo uma história menos ilustrativa e eurocentrada, bem como mais contextualizada e motivadora.Palavras-chave: História da velocidade da luz; Óptica clássica; Livros didáticos.AbstractThe analysis of physics textbooks focused on basic education has been a research subject for decades, relying on several methodological approaches and focused on various specific contents present in such books. In line with this research tradition and provided with five evaluation criteria developed by us, in this article we present the analysis of four collections approved by PNLD 2018, concerning the historical treatment contained in such collections in the presentation of the topic 'speed of light', which consists of an important section of the history of classical optics that runs through 20th century physics and its epistemological developments in the wave-particle duality of light. We emphasize that, far from exhausting such cut, we hope that our contribution can strengthen future Physics textbooks, providing a less illustrative and eurocentric story, as well as more contextualized and motivating.Keywords: History of light velocity; Classical optics; Textbooks.
8
Nyachwaya, James M., and Nathan B. Wood. "Evaluation of chemical representations in physical chemistry textbooks." Chem. Educ. Res. Pract. 15, no. 4 (2014): 720–28. http://dx.doi.org/10.1039/c4rp00113c.
Full text
9
Gwynne, Peter. "US Education: Physics textbooks mislead students." Physics World 14, no. 2 (2001): 6. http://dx.doi.org/10.1088/2058-7058/14/2/7.
Full text
10
Strube, Paul. "The notion of style in physics textbooks." Journal of Research in Science Teaching 26, no. 4 (1989): 291–99. http://dx.doi.org/10.1002/tea.3660260403.
Full textDissertations / Theses on the topic "Physics education, physics textbooks, textbooks evaluation"
1
Kavaz, Sevim. "Analysis Of High School Physics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607693/index.pdf.
Full textAbstract:
The purpose of this study is (1) to investigate the characteristics of ideal physics textbooks, (2) to investigate the students, teachers, textbook writers, book committee members and science education instructors&rsquo<br>opinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used.
In this study, &ldquo<br>Physics Textbooks Evaluation Questionnaires&rdquo<br>, which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester.
The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo<br>and students&rsquo<br>opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo<br>views on usage of physics textbooks indicated that most of the teachers and students&rsquo<br>levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.
2
Carroll, Patrick James. "Investigation Into the Use of a Collaborative E-Book Reader AmongIntroductory Physics Students." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564499307072144.
Full text
3
Norrman, Peter. "Energi som fysikbegrepp och samhällsfråga : En jämförande innehållsanalys av gymnasieläroböcker." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-242566.
Full textAbstract:
Enligt 2011 års läroplan för gymnasieskolan ingår det i fysikämnet att eleverna ska kunna delta i samhällsdebatten och diskutera etiska frågor från ett naturvetenskapligt perspektiv. Hållbar utveckling kan bidra till förståelse för fysikens betydelse i samhället, där energibegreppet, energiresurser och energianvändning för ett hållbart samhälle ingår i kursen Fysik 1. Hur detta manifesteras kan analyseras i termer av scientific literacy, emfaser, SSI/SNI, etc. Studien jämför fyra läroböcker i fysik med en kvantitativ, men tolkande, textanalys baserad på en metod med tolkningsschema som utarbetats av Engström för att undersöka hur hållbara energisystem behandlas i undervisning och läroböcker för Fysik A enligt 1994 års läroplan för de frivilliga skolformerna. En jämförelse görs även mellan läroböcker för Fysik 1 och Naturkunskap 1b avseende energiområdet för att undersöka skillnader i tyngdpunkt mellan olika visioner av scientific literacy för de båda ämnena. Vidare görs en kvalitativ textanalys mellan olika utgåvor av samma läroboksserie om i vad mån olikheterna förklaras av skillnader mellan 2011 och 1994 års läroplaner. Slutligen ingår en kvalitativ textanalys av hur begrepp relaterade till termodynamikens andra huvudsats behandlas i läroböckerna och i vad mån detta överensstämmer med övriga skillnader. Innehållsanalysen indikerar att skillnaden mellan fysikläroböckerna vad gäller visioner av scientific literacy är förhållandevis liten, men större vad gäller inslagen av teknikrelaterat innehåll. Däremot är skillnaden tydlig mellan ämnena, där läroböckerna i fysik kännetecknas av dominans för vision I, där naturvetenskapen i sig och dess metoder dominerar, medan läroböckerna i naturkunskap har ett klart större inslag av vision II, som har större inslag av att sätta naturvetenskaperna i en samhällelig och politisk kontext. Skillnaderna i hur fysikläroböckerna behandlar termodynamikens 2:a huvudsats är i överensstämmelse med den kvantitativa textanalysen. I vad mån debatten om olika visioner för scientific literacy i Sverige hanteras genom att ha parallella ämnen med överlappande innehåll diskuteras. Likaså huruvida det finns en tendens att läroplanens skrivningar konserverar valet av vilka SNI-frågor som tas upp i undervisningen. Detta riskerar i så fall att strida mot principen att dessa skall vara aktuella och av intresse för eleverna.<br>According to the Swedish curriculum for the senior secondary school from 2011, it is part of the physics subject that students should be able to participate in debates about social issues and to discuss ethical issues from a scientific perspective. Sustainable development can contribute to an understanding of the importance of physics in the society, with the energy concept, energy resources and energy usage for a sustainable society included in the course Physics 1. How this is manifested can be analyzed in terms of scientific literacy, emphases, socio-scientific issues, etc. The study compares four textbooks for Physics 1 using a quantitative, but interpreting, text analysis based on a method and coding scheme developed by Engström for investigating how sustainable energy systems is dealt with in education and textbooks for Physics A according to the Swedish curriculum for the upper secondary school from 1994. A comparison is also made between textbooks for Physics 1 and Science studies 1b concerning the energy area in order to compare differences in emphasis between different visions of scientific literacy for the two subjects. Furthermore a qualitative text analysis is made between different editions of the same textbook series about to what extent the divergence can be explained by the difference in curricula. Finally a qualitative text analysis is included about how concepts related to the second law of thermodynamics is dealt with in the textbooks and to what extent this corresponds with other differences. The content analysis indicates that the difference between the textbooks in physics concerning visions of scientific literacy is comparatively small, but larger when it comes to contents related to technical applications. On the other hand, the difference is obvious between the subjects, with the textbooks in physics being dominated by vision I, which is dominated by science as such and its methods, while the textbooks in science studies have a decidedly larger element of vision II, thus including more attempts to set science in its social and political context. The difference in how the textbooks in Physics describe the second law of thermodynamics is in accordance with the quantitative text analysis. To what extent the debate between different views of scientific literacy in Sweden is handled by having separate subjects with partly overlapping contents is discussed. Likewise whether there is a tendency that the formulation in the curriculum conserves the choice of which socio-scientific issue is brought up in the teaching. This would, however, be in conflict with the principle that these should be current and of interest to the students.
4
Carlo, Sandra Del. "Conceitos de física na educação básica e na academia: aproximações e distanciamentos." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21012009-092457/.
Full textAbstract:
Este trabalho, juntamente com outros dois nas áreas de Biologia e Química, tem como objetivo verificar a aproximação entre os conteúdos de ensino de Ciências Naturais, especificamente Física, dos livros da educação básica (fundamental e médio) e a Ciência de referência. Para representar a Ciência de referência, foram utilizados os livros dos cursos de graduação (licenciatura e bacharelado) em Física da Universidade de São Paulo. Nessa proposta também é possível avaliar os conteúdos de ensino dos livros didáticos de Ciências em função de seu distanciamento dos conteúdos da Ciência de referência, resultado da transposição didática. Para a análise foram selecionados alguns conteúdos centrais da Física, como os princípios em geral e os conceitos de energia, força e campo, e comuns aos ensinos fundamental e médio: peso e massa; calor e temperatura; carga. Esses conceitos foram analisados em seis coleções de livros didáticos de Ciências do ensino fundamental (duas das séries iniciais e quatro das séries finais) e em qua tro livros de Física para o ensino médio. O desenvolvimento desses conteúdos foi comparado com a abordagem realizada nos livros da Ciência de referência para verificar a correção conceitual na perspectiva de aproximação entre os conhecimentos escolares e científicos. Os resultados preliminares indicaram que os livros do ensino fundamental abordam os conteúdos numa perspectiva com o maior número de distanciamentos da Física de referência, reforçada pelo laxismo presente. Como a maioria dos professores do ensino fundamental não tem formação específica em Ciências, dificilmente identifica esses aspectos. Nos livros de Física do ensino médio, os resultados iniciais mostraram uma maior proximidade com os livros da Física de referência e com o rigorismo característico. No entanto, quando esses resultados foram comparados com as pesquisas apresentadas em artigos de ensino de Física, mesmo que essa proximidade seja garantida, ainda há problemas no processo de ensino e aprendizagem que devem ser investigados, como a formação de professores de Ciências.<br>This work, together with two others in the areas of biology and chemistry, has the objective of verifying the approximation between teaching contents in the natural sciences, specifically physics, of grade school and high school textbooks and reference science. Representing reference science, textbooks from baccalaureate and licentiate degrees in physics at the University of São Paulo were used. It is also possible using this proposal to evaluate the teaching content of science texts as a function of their distance from the contents of reference science resulting from didactic transposition. Some central concepts of physics were selected for analysis, as well as general principles and the concepts of energy, force and field, common to both elementary and high school teaching: weight and mass, heat and temperature; load. These concepts were analyzed in six collections of grade school science teaching materials (two from primary series and four from junior high school materials). These contents were compared with the approach developed in reference science texts to verify the conceptual accuracy in the perspective of approximation between school and scientific knowledge. Preliminary results indicated that the texts used at the grade school and junior high school levels approach the contents from a perspective with the greatest number of distances from reference physics, reinforced by todays laxity. Because the majority of primary and secondary school teachers are not specifically trained in sciences, they have difficulty identifying these aspects. In high school texts, initial results showed a greater approximation with reference physics books and their characteristic rigor. However, when these results are compared with the research presented in articles on the teaching of physics, even guaranteeing this approximation, there are still problems in the teaching and learning process that should be investigated, like the development of professors in the sciences.
5
Oliveira, Elrismar Auxiliadora Gomes. "Trajetória da astronomia na legislação educacional e nos livros didáticos da instrução primária do oitocentos brasileiro." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-05072018-143617/.
Full textAbstract:
Procurando contribuir com a história do ensino de Astronomia e também das disciplinas escolares, procura-se compreender a trajetória da Astronomia como matéria escolar na instrução pública primária da segunda metade do oitocentos brasileiro, na Corte e no estado de São Paulo. Para tanto, elegeram-se como principais materiais de análise fontes primárias da legislação educacional e livros didáticos recomendados para instrução primária daquele período. Com base na legislação educacional, identificou-se a forma de organização do ensino desse período, como a divisão dos cursos, a idade e métodos de ensino. Tendo como aporte teórico os próprios métodos de ensino determinados no oitocentos, os livros didáticos e a legislação educacional também foram analisados na perspectiva de compreender as estratégias indicadas/utilizadas para o encaminhamento dos conteúdos de Astronomia. Além disso, procurou-se compreender fatores que podem ter influenciado o aparecimento da Astronomia como matéria escolar na instrução primária do oitocentos brasileiro. Os resultados da análise mostram que a Astronomia teve presença tanto na legislação educacional como nos livros didáticos, chegando a se constituir como matéria escolar principal da instrução pública primária da segunda metade do oitocentos brasileiro. Em relação aos conteúdos de Astronomia identificados, encontram-se temas relativos ao Universo, como modelos, estrelas, galáxias e nebulosas. No detalhamento dos conteúdos, chegou-se a identificar a discussão da possibilidade de existência de outros sistemas planetários. A Lei da gravitação universal aparece explicando a regularidade de movimentos no céu e equilíbrio dos corpos na superfície da Terra. Foram abordadas características da maior parte dos astros do sistema solar, como por exemplo, Sol, planetas, satélites, asteroides, cometas e meteoros. A maior parte dos fenômenos relacionados ao sistema Sol-Terra-Lua, como por exemplo, movimentos da Terra, dia e noite, estações, fases da Lua, eclipses e fases de planetas foram encontrados nos materiais analisados. Nos conteúdos relativos ao tema sistemas de coordenadas, aparecem coordenadas terrestres e celestes. Quanto às estratégias de abordagem dos conteúdos de Astronomia nos livros didáticos, identificaram-se três perspectivas. A primeira, segue o método catequético, apresentam-se os conceitos na forma de perguntas e respostas. Na segunda, os livros parecem indicar uma mudança de metodologia, negando o método catequético, denominou nesta tese de Catequético implícito, onde os livros retiram as perguntas e respostas, procurando construir uma narrativa seguida de exercícios. A terceira perspectiva, mostra uma nova tendência do final do oitocentos, o ensino ativo, encaminhado pelo método intuitivo, em que atividades de observação e experimentação se fazem presentes. O método adotado parece não definir ou limitar o encaminhamento que o autor dá aos conceitos. Tanto que a característica mnemônica atribuída ao método catequético parece ser mais evidente nos livros que estão no período de mudanças de metodologia encaminhando os conceitos por meio da narrativa. Os conteúdos de Astronomia estiveram presentes na instrução primária do oitocentos, aparentemente por diversas razões, porém, dentro dos limites dessa análise foi possível interpretar, algumas delas: a astronomia é uma ciência culturalmente importante; a entrada das ciências positivas nos programas de ensino e com elas a Astronomia, devido à influência da filosofia de Augusto Comte, principalmente no final do Império; e o caráter propedêutico, na força dos exames externos para entrada em cursos subsequentes.<br>In order to contribute to the history of astronomy teaching and also to the school disciplines, we aims to understand the trajectory of Astronomy as a school subject in the primary public education of the second half of the Brazilian XIX century, in the Court and in the state of São Paulo. For this purpose, primary sources of educational legislation and textbooks recommended for primary education of that period were chosen as the main analytical materials. Based on the educational legislation, it was identified the teaching organization form of this period, as the division of the courses, the students age and teaching methods. It was considered as a theoretical contribution the teaching methods determined in the XIX century, textbooks and educational legislation were also analyzed with a view to understanding the strategies indicated / used for the routing of Astronomy contents. In addition, we aim to understand factors that may have influenced the appearance of astronomy as a school subject in the primary education of the XIX century. The results of the analysis show that astronomy has been present both in educational legislation and textbooks, and has become the main school subject of primary public education in the second half of the XIX century. In relation to the identified astronomy contents, there are themes related to the Universe, such as models, stars, galaxies and nebulae. In the detailing of the contents it was possible to identify the discussion of the possibility of existence of other planetary systems. The Law of Universal Gravitation appears explaining the regularity of movements in the sky and the balance of bodies on the Earth\'s surface. Characteristics of most of the stars of the solar system, such as the sun, planets, satellites, asteroids, comets and meteors, were discussed. Most of the phenomena related to the Sun-Earth-Moon system, such as Earth\'s movements, day and night, seasons, Moon phases, eclipses and planetary phases were found in the analyzed materials. In the related contents to the coordinate systems subject, terrestrial and celestial coordinates appear. Regarding the strategies for approaching Astronomy contents in textbooks, three perspectives were identified. The first one, follows the catechetical method, presents the concepts in the questions and answers form. In the second one, the books seem to indicate a change of methodology, denying the catechetical method, denominated in this thesis of implicit Catechetical method. In this method, the books remove the questions and answers, trying to construct a narrative followed of exercises. The third perspective shows a new trend of the late eighties, active teaching guided by the intuitive method, with observation and experimentation activities. The adopted method does not seem to define or limit the referral that the author apply to the concepts. So that the mnemonic characteristic attributed to the catechetical method seems to be more evident in the books that are in the period of methodology changes. These books concepts are directed through the narrative. The contents of Astronomy were present in the primary education of XIX century, apparently for several reasons, but within the limits of this analysis it was possible to interpret some of them: astronomy is a culturally important science; The entrance of the positive sciences in the teaching programs and with them astronomy, due to the influence of the Auguste Comte philosophy, mainly at the fase of Empire end; And the propaedeutic nature, on the strength of external examinations for entrance into subsequent courses.
6
Schirmer, Saul Benhur. "Análise de livros didáticos e dimensões da ciência na formação inicial de professores de física." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/3558.
Full textAbstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The wide distribution of books to public schools of basic education under the National Textbook Program (PNLD) kept the Textbook (LD) as an important topic in research related to education over the past decades. In this program, it is up for the teachers to choose the textbooks which will be used in schools. However, many studies of the area have pointed out problems in the process and highlighting the need to discuss it in teacher education. Thus, the present study aims to investigate how to support future Physics teachers to carry out the analysis and choice of LD. In order to achieve this goal, journals and conferences concerning teaching were surveyed to investigate the possible contributions that these publications could present. Results show that research focuses on the analysis of conceptual aspects of textbooks and that there are virtually no records of propositional actions or discussions that can directly contribute to teacher training. In this context, the present investigation focused on designing, implementing and evaluating a didactic proposal that considers different dimensions associated with science as a starting point for evaluating textbooks. The proposal was implemented within the students of the Physics subproject of the Institutional Introduction to Teaching Scholarship Program (PIBID) of Federal University of Santa Maria. Taking the historical and philosophical, empirical and technological dimensions into account, it was proposed to the students an analysis of the contents of Optics in the textbooks approved by PNLD in 2015. To execute this, scripts were formulated from teaching research results. Data collection was performed by means of the participants' written records, which for each analyzed dimension were constituted by reports of their analysis, their conclusions and a daily activities diary. Results showed that participants had significant advances both in relation to the review process, by overcoming mere verification and starting to argue about the analyzed aspects, and also in relation to the dimensions addressed as changes in strictly cumulative view of science, recognizing the need for experimental activities in a more open character and that technology has limited role in the collections. Furthermore, textbook analysis by the dimensions of science and its pedagogical aspects proved to be a way to articulate and promote further reflection. Thus, this approach showed itself to be a fruitful way to train more qualified teachers for the professional task of analysis and choice of textbooks.<br>A ampla distribuição de livros para as escolas públicas de educação básica no âmbito do Programa Nacional do Livro Didático (PNLD) manteve o Livro Didático (LD) como um importante tema nas pesquisas relacionadas ao ensino ao longo das últimas décadas. Nesse programa cabe aos professores escolher as obras didáticas que serão utilizadas nas escolas. No entanto, diversos trabalhos da área vêm apontando problemas nesse processo e evidenciando a necessidade de discuti-lo na formação de professores. Diante disso, o presente trabalho tem como objetivo investigar como se pode subsidiar futuros professores de Física para a realização da análise e escolha de LD. Para tanto foi realizado um levantamento em periódicos e eventos da área de ensino onde se investigou quais as possíveis contribuições que estas publicações poderiam apresentar. Constatou-se que as pesquisas centram-se na análise de aspectos conceituais em LD e que praticamente não há registros de proposições de ações ou discussões que possam contribuir diretamente com a formação docente. Nesse contexto a investigação centrou-se então em elaborar, implementar e avaliar uma proposta didática que considera diferentes dimensões associadas à ciência como ponto de partida para o processo de avaliação dos LD. A proposta foi implementada junto à bolsistas do subprojeto Física do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da Universidade Federal de Santa Maria. Tomando as dimensões histórico e filosófica, experimental e tecnológica foi proposta aos licenciandos a análise do conteúdo de ótica em coleções aprovadas no PNLD 2015. Para tanto foram compostos roteiros elaborados a partir de alguns resultados de pesquisa da área de ensino. A coleta de dados foi realizada mediante escritos dos participantes que para cada dimensão analisada compunham registros de suas análises, suas conclusões e um diário sobre as atividades. Os resultados evidenciam que os participantes tiveram avanços importantes tanto em relação ao processo de análise, superando a simples verificação e passando a argumentar sobre os aspectos analisados, quanto em relação às dimensões abordadas como alterações na visão estritamente cumulativa de ciência, reconhecimento da necessidade de atividades experimentais com caráter mais aberto e de que a tecnologia tem papel restrito nas coleções. Além disso, análise de LD mediante dimensões associadas à ciência e suas características pedagógicas se mostrou uma forma de se articular e promover uma maior reflexão sobre esses aspectos constituindo-se assim em um caminho possível para formar professores mais preparados para a tarefa profissional de análise e escolha de LD.
7
Zambon, Luciana Bagolin. "SELEÇÃO E UTILIZAÇÃO DE LIVROS DIDÁTICOS DE FÍSICA EM ESCOLAS DE EDUCAÇÃO BÁSICA." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/6990.
Full textAbstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>We aim with this research to understand how the Programa Nacional do Livro
Didático arrive at elementary schools and what implications it brings to teaching
work developed in these schools. To this end, we propose to answer the following
research problem: In what ways the different operating conditions for the selection
and use of textbooks in the organization and development of physics classes? We
classify our research as qualitative approach. As information sources we used
members of management teams and physics teachers in service in schools and
meetings to choose the textbook, in the PNLD. As instruments to collect information
we used questionnaires, interviews and observation. The research involved 27
physics teachers of EEB, 15 members of management teams of EEB and six
meetings for the choice of books on EEB. For these analyzes, we can say: the choice
of books in schools has been triggered more from actions taken by publishers than
actually based on the guidelines of the FNDE; The decision about the books have
occurred more because of issues outside the school (following matters established
by vestibular PEIES ) than the guidelines and proposals present in the PPP of the
schools; The actions carried out in schools, relating to their participation in the PNLD,
mobilize all teachers involved by conducting at least one meeting, but these actions
are limited to the choice of books, with no broader discussions on the goals expected
for secondary education in schools and the role of the textbook these purposes; Is
common in the process of choosing books meetings of teachers in the room during
the interval classes where teachers exchange information and make decisions about
the textbooks; The Textbook has not been the only teaching materials used by
teachers in the preparation of physics classes, although other materials are used in
physics classrooms less frequently and with a further purpose; In the development of
their classes, teachers seem to get stuck in a "form" of teaching physics that
determine just how to use the Textbook, mainly as a source of exercises to be solved
by the students. We conclude that the book is not helping to change the practice of
physics teachers surveyed (in order to bring improvements) and own choice of books
held in the PNLD has been performed in order to suit the way the teacher has
already developed their classes.<br>Buscamos, com essa pesquisa, compreender como o Programa Nacional do Livro Didático
incide no contexto de Escolas de Educação Básica e que implicações ele traz para o
trabalho docente desenvolvido nessas escolas. Para tanto, nos propusemos responder o
seguinte problema de pesquisa: De que formas operam os diferentes condicionantes para a
escolha e a utilização de Livros Didáticos na organização e no desenvolvimento de aulas de
Física? Considerando a natureza das informações coletadas para essa investigação,
classificamos nossa pesquisa como de natureza qualitativa. As fontes de informação
utilizadas foram de dois tipos: sujeitos (membros das equipes gestoras e professores de
Física em serviço em Escolas de Educação Básica) e espaços (encontros para escolha do
livro didático, no âmbito do PNLD, realizados em EEB). Os instrumentos utilizados para
coleta de informações nessas fontes foram questionários, entrevistas e observação. A
pesquisa envolveu 27 professores de Física de EEB, 15 membros de equipes gestoras de
EEB e 6 encontros para escolha de livros, realizados em EEB. Pelas análises realizadas,
podemos afirmar: Em termos de escolha dos livros, a execução do PNLD nas escolas tem
sido desencadeada muito mais a partir de ações desenvolvidas por editoras do que
propriamente a partir de orientações do FNDE e/ou da secretaria estadual de educação; A
tomada de decisão sobre os livros tem ocorrido mais em função de aspectos externos à
escola (sequência de assuntos estabelecida pelo exame vestibular PEIES) do que das
orientações e propostas presentes no Projeto Político-Pedagógico das escolas; As ações
desenvolvidas nas escolas, relativas à sua participação no PNLD, mobilizam, em geral,
todos os professores envolvidos mediante a realização de ao menos uma reunião, mas
essas ações restringem-se à escolha dos livros em cada área disciplinar, não havendo
discussões mais amplas acerca das finalidades esperadas para o ensino médio nas escolas
e do papel do livro didático para atingir tais finalidades; É bastante comum no processo de
escolha de livros a realização de encontros breves na sala de professores, durante o
intervalo das aulas, onde os professores trocam informações e tomam decisões acerca dos
livros didáticos; O Livro Didático não tem sido o único material didático utilizado pelos
professores na preparação das aulas de Física, ainda que os demais materiais sejam
utilizados nas aulas de Física com menor frequência e com uma finalidade complementar;
No desenvolvimento de suas aulas, os professores parecem ficar presos a uma forma de
ensinar Física que acaba determinando o modo de utilização do Livro Didático,
principalmente como fonte de exercícios a serem resolvidos pelos alunos. Concluímos,
portanto, que o livro não está contribuindo para alterar a prática dos professores de física
investigados (no sentido de trazer melhorias) e a própria escolha dos livros, realizada no
âmbito do PNLD, tem sido realizada de modo a se adequar à forma como o professor já
desenvolvia suas aulas.
8
López, Martínez José Damián. "La enseñanza de la Física y de la Química en la educación secundaria en el primer tercio del siglo XX en España." Doctoral thesis, Universidad de Murcia, 1999. http://hdl.handle.net/10803/11071.
Full textAbstract:
Este trabajo, en la línea de las investigaciones realizadas sobre la historia de las disciplinas y del currículum, tiene como objetivo fundamental conocer los antecedentes y la evolución de la enseñanza de la física y química en España en la educación secundaria durante el período 1900-1936. Analizamos los planes de estudio, el colectivo de catedráticos de instituto que las impartía, su actualización científico-pedagógica y profundizamos en aspectos que incidieron en la modernización y puesta en práctica de nuevas orientaciones metodológicas. Destacamos la labor realizada por la Junta para Ampliación de Estudios y el Instituto-Escuela de Madrid con profesores renovadores como José Estalella, Andrés León, Miguel Catalán, etc., que proporcionaron nuevos enfoques para la enseñanza de estas materias relativos a los contenidos, libros de texto, realización de experiencias prácticas, material científico y la utilización de las salidas de campo y visitas escolares como recurso importante para la enseñanza de estas disciplinas.<br>This work, in line with the research carried out on the history of school subjects and curriculum, aims to understand the background and status of the teaching of physics and chemistry in Spain in secondary education during the period 1900-1936.We analyzed the curriculum, the group of professors teaching the above subjects, and their scientific and pedagogical updating. Moreover, we thoroughly dealt with some aspects affecting the modernization and implementation of new methodological guidelines. We highlighted the work done by the Junta para Ampliación de Estudios and the Instituto-Escuela of Madrid with some innovative teachers as José Estalella, Andres León, Miguel Catalán, among others. These provided new approaches to the teaching of the subjects related to the contents, textbooks, the carrying out of practical experiences, scientific material and the use of field and school trips visits as an important resource for the teaching of these subjects.
9
黃詠筑. "A Study of Health and Physical Education Textbook Evaluation Criteria." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/93377825749715107426.
Full textAbstract:
碩士<br>國立台北師範學院<br>國民教育研究所<br>91<br>A Study of Health and Physical Education Textbook Evaluation Criteria
Abstract
The purposes of this study are:
1)to construct evaluation criteria for the health and physical education textbooks used in nine-year comprehensive curriculum;
2)to discuss and analyze the significance of evaluation criteria for health and physical education;
3)to offer suggestion based on the research conclusions for reference to schools, teachers, publishers, examiners, editors, education bureaus, and public representatives.
The research methods used in this study are literature review and Delphi survey. Past literatures were first collected and analyzed, then ‘Health and Physical Education Textbook Evaluation Criteria Questionnaire’ was constructed based on the literature analysis results. This questionnaire was used to conduct three surveys in Delphi group, which was consisted of 27 health and physical education scholars, and middle and elementary school teachers. The researched data was used to compute average number, mode, quartile deviation, and standard deviation to evaluate the significance, opinion concentration, and dispersion of each evaluation criterion.
The conclusions are as follows:
1.There are a total of 46 criteria for evaluation of health and physical education textbooks.
2.The evaluation criteria for health and physical education textbooks include three attributes: 1) publishing; 2) content; 3) teaching.
3.The attribute of publishing includes four classes: 1) publisher; 2) editor and author; 3) printing; 4) service organism.
4.The class of publisher includes three items: 1) solid financial resources; 2) complete organizational structure; 3) feedback mechanism.
5.The class of editor/author includes four items: 1) specialty in education; 2) specialty in curriculum; 3) specialty in the subject; 4) specialty in text and illustration.
6.The class of printing includes four items: 1) layout; 2) word processing; 3) image processing; 4) printing and binding.
7.The class of service mechanism includes three items: 1) marketing; 2) after-service; 3) resources.
8.The attribute of content includes four classes: 1) background foundation; 2) vertical and horizontal connection; 3) diversity and objectivity; 4) text and illustration combination.
9.The class of background foundation includes four items: 1) educational principles; 2) development theories; 3) subject knowledge; 4) behaviorism.
10.The class of vertical and horizontal connection includes four items: 1) taking into consideration of urban and rural students; 2) progressive teaching; 3) integration; 4) continuity.
11.The class of diversity and objectivity includes one item: 1) forecast of trend.
12.The class of text and illustration combination includes five items: 1) explaining profound theories in simple language; 2) accurate and rational; 3) display of diagrams; 4) new and original content; 5 proper proportion.
13.The attribute of teaching includes four classes: 1) evaluation of goals; 2) teaching activities; 3) teaching methods; 4) teaching resources.
14.The class of evaluation of goals includes five items: 1) complete and extensive; 2) taking into consideration of KAP; 3) diversity; 4) detailed and feasible; 5) incorporation of activities.
15. The class of teaching activities includes five items: 1) corresponding to experience; 2) you center; 3) alternative plans; 4) active learning; 5) lively teaching.
16.The class of teaching methods includes four items: 1) motivating; 2) flexible and diverse; 3) differentiation; 4) exploring potentials.
17.The class of teaching resources includes four items: 1) extended manuals; 2) educational; 3) easily accessible; 4) rich and diverse.
18.Scholars have agreed to sixteen items as the most important criteria.
19.Scholars have opposite opinion over one item.
Finally, the conclusions are provided for reference to related professionals as follows:
1.Suggestions to schools:
1)Establishing Textbook Evaluation Committee to select the most appropriate textbooks.
2)The evaluation criteria can be weighted or revised in accordance to the actual needs of the school.
3)The majority members of the committee should be teachers, and periodic meeting should be held for reviews.
2.Suggestions to teachers:
1)Teachers may adopt the evaluation criteria flexibly to meet different needs.
2)Other resources may be included in the evaluation to enhance the overall education quality.
3.Suggestions to publishers:
1)Reinforcing the content of publishing criteria for greater scope of mission.
2)The corporate operation, especially the financial capability should be managed properly; bankruptcy may affect the rights of students.
4.Suggestions to editors:
1)Editors should be at the frontline of the challenge of nine-year comprehensive curriculum.
2)Effective communication is encouraged in doubts raised by examiners to minimize vicious confluent and enhance consensus.
5.Suggestions to teachers’ education and further education:
1)Improving teachers’ capability in curriculum design.
2)Improving teachers’ capability in curriculum integration.
3)Improving teachers’ capability in coordinated teaching.
6.Suggestions to examiners:
1)Effective communication is encouraged with the editors to minimize vicious confluent and enhance consensus.
2)The examiners should publicize their names to take responsibility for textbook quality.
3)The evaluation focus should be placed on accuracy and be free of subjective opinions to meet diverse and rule lifting trend.
7.Suggestions to government authorities and public representatives:
1)Resuming the use of uniform textbook is the reverse course of democracy; the use of uniform edition and private edition concurrently is not proper.
2)The decision should be made in accordance to democratic procedures to prevent dealing with problems on an ad hoc basis.
8.Suggestions to future researches:
Privately developed textbook editions may cause problems such as textbook selection mechanism, textbook selection time, examination time, communication between examiners and editors, pricing and price negotiation, free supply of teaching tools, seminars, curriculum outline, incorrect information, authorization of reference books, interference of public representatives in profit making, the responsibilities of the government, an the responsibilities of publishers, and those problems need to be further discussed in future researches for reference to government authorities in decision-making.
Health and Physical Education,Textbook, Evaluation Criteria
10
Kostas, Nancy Ann. "A gender analysis of secondary school physics textbooks and laboratory manuals /." Diss., 1997. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9814969.
Full textBooks on the topic "Physics education, physics textbooks, textbooks evaluation"
2
Teaching the fun of physics: 101 activities to make science education easy and enjoyable. Prentice-Hall, 1985.
Find full text
3
Gensemer, Robert E. Physical education: Perspectives, inquiry, applications. Saunders College Pub., 1985.
Find full text
4
Gensemer, Robert E. Physical education: Perspectives, inquiry, applications. 3rd ed. Brown & Benchmark Publishers, 1995.
Find full text
5
Physical education: Perspectives, inquiry, applications. 2nd ed. Wm. C. Brown Publishers, 1990.
Find full text
6
Lumpkin, Angela. Physical education and sport: A contemporary introduction. 3rd ed. Mosby, 1994.
Find full text
7
Lumpkin, Angela. Physical education and sport: A contemporary introduction. 4th ed. WCB/McGraw-Hill, 1998.
Find full text
8
Angela, Lumpkin, ed. Physical education and sport: A contemporary introduction. 2nd ed. Times Mirror/Mosby College Pub., 1990.
Find full text
9
Sherrill, Claudine. Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan. 4th ed. Brown & Benchmark, 1993.
Find full text
10
Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan. 5th ed. WCB/McGraw-Hill, 1998.
Find full textBook chapters on the topic "Physics education, physics textbooks, textbooks evaluation"
1
Philippou, Demetrios, and Kostas Dimopoulos. "Cypriot Physics Teachers’ Use of Physics Textbooks in Their Teaching." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_22.
Full text
2
Hansson, Lena, Örjan Hansson, Kristina Juter, and Andreas Redfors. "A Case Study of the Role of Mathematics in Physics Textbooks and in Associated Lessons." In Mathematics in Physics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04627-9_13.
Full text
3
Garcia, Tânia Maria F. Braga, and Fernanda Esthenes Nascimento. "Manuals Aimed at Guiding Teachers in Teaching Physics for the Initial Grades of Elementary School." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_16.
Full text
4
Heidemann, Daniel Sucha, and Nilson Marcos Dias Garcia. "Multimedia Materials in Brazilian Physics Textbooks: An Analysis Following the Cognitive Theory of Multimedia Learning." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_21.
Full text
5
Hannoun, Pascale Kummer. "Selection and Transformation of Resources by Physics Teachers: How to Explain the Diversity of Choices Processes?" In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_20.
Full text
6
Cheng, Ka Lok, and Siu Ling Wong. "Nature of Science as Portrayed in the Physics Official Curricula and Textbooks in Hong Kong and on the Mainland of the People’s Republic of China." In Topics and Trends in Current Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7281-6_32.
Full text
7
Schiavon, Maurizio, Alessandro Zorzi, and Domenico Corrado. "History and physical examination." In The ESC Textbook of Sports Cardiology, edited by Antonio Pelliccia, Hein Heidbuchel, Domenico Corrado, Mats Börjesson, and Sanjay Sharma. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198779742.003.0006.
Full textAbstract:
Personal and family history are invaluable components in pre-participation screening of athletes. Both the American Heart Association and the European Society of Cardiology recommend administering a questionnaire about family and personal history and performing a physical examination focused on the common signs of heart disease in the young. However, it should be kept in mind that the screening history questions that are currently recommended are based on expert opinion and enquire about common symptoms that are not specific to cardiac diseases. Moreover, many athletes show innocent cardiac murmurs which may trigger further unnecessary cardiovascular examination. Hence, the education and experience of screening physicians are critical for improving the effectiveness of history-taking and physical examination in pre-participation evaluation.
8
Behrman, Joanna. "Domesticating physics: introductory physics textbooks for women in home economics in the United States, 1914—1955." In Science, Technologies and Material Culture in the History of Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429434167-5.
Full text
9
O’Connor, Rory. "The economic benefits of rehabilitation for neurological conditions." In Oxford Textbook of Neurorehabilitation. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199673711.003.0003.
Full textAbstract:
A rehabilitation programme may initially appear expensive, resulting in a lack of enthusiasm to develop them by funding bodies and commissioners. Therefore, demonstrating the long-term cost-effectiveness of rehabilitation is extremely important. Many people with long-term neurological conditions will live for many years and investment in their physical and psychological functioning early in the course of the condition will, over the lifetime of the patient, potentially result in substantial savings.However, calculating economic evaluations can be complicated and the correct measure must be chosen to identify the change produced by the rehabilitation intervention. These data must then be handled appropriately and all ancillary costs included. The economics are wider than this and will include potential earnings and reduced costs to social care. The economic analyses will also include housing, education, and vocational outcomes and the impact on family members who may have a caring role.
10
Rezak, Elena Vladimirovna. "Scientific and methodological analysis of educational material on physics in studying the topic "electromagnetic phenomena" in grades 8 and 9." In Culture. Science. Education: Current Issues. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75444.
Full textAbstract:
The relevance of the study of the topic “Electromagnetic phenomena” lies in the widespread implementation of this scientific direction in various spheres of human activity. A content analysis of the various authors’ textbooks, historical background, theoretical and practical components necessary for studying electromagnetic phenomena in physics by pupils of 8–9 grades are defined. The possibilities of education material for formation of scientific worldview and development of physical thinking in schoolchildren are considered. There are intersubject and intrasubject communications of education material with other topics (in physics) and disciplines.
Conference papers on the topic "Physics education, physics textbooks, textbooks evaluation"
1
Pina, Anthony, and Michael E. Loverude. "Presentation of integrals in introductory physics textbooks." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.pina.
Full text
2
Martins, Maria Inês, Raquel Ramirez-Vazquez, Carlos Eduardo Mendes, et al. "HOW DO PUPILS STUDY PHYSICS? DO THEY REALLY USE TEXTBOOKS?" In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0117.
Full text
3
Demkanin, Peter. "Preparation of New Physics Teachers in the Light of Goals of Physics Education." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10111.
Full textAbstract:
In some of our previous articles, we have analysed and discussed the goals of physics education at secondary schools and some aspects of physics education at the secondary school level. In this contribution, we proceed with bringing our experience with the preparation of new physics teachers at Comenius University in Bratislava. We discuss the theoretical background we used as a base for preparing the curriculum for university students – future physics teachers and we highlight some aspects of their preparation. Especially, we focus on the development of abilities to scaffold the learning of their future secondary schools' students. In details, we describe the ways we try to improve the abilities of our students to scaffold their future secondary schools' students in concept formation, in process skills development, in planning and processing inquiry, ability to scaffold effective work with literature. As a vast majority of our graduates will teach their secondary school students in Slovak language, which is a language used by a small number of people (5 mil), we discuss also some specifics related to physics textbooks for secondary schools in Slovak language, university textbooks available in Slovak language and ability of our university students-future physics teachers to work with sources written in English. At the conclusion, we propose some possible improvements, hopefully, inspiring also for preparation of physics teachers for other educational systems.
4
Drexler, Michaela, Denis Drexler, and Petr Sládek. "EYETRACKING AS A TOOL FOR MEASURING STUDENTS' ATTENTION WHEN WORKING WITH PHYSICS TEXTBOOKS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2164.
Full text
5
PARK, M. J., and Y. M. KIM. "EFFECTS OF EXPLANATIONS OF PHYSICAL PHENOMENA GIVEN IN NON-PHYSICS TEXTBOOKS ON FORMATION OF STUDENT PHYSICAL CONCEPTIONS." In Proceedings of the International Conference on Physics Education in Cultural Contexts. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702890_0031.
Full text
6
Chen, Yu, and Xue-mei Cui. "A Comparison of Knowledge Network in Junior Middle School Physics Textbooks between Chinese and American--Take qSound and Lightq for an Example." In 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemse-17.2017.90.
Full text
7
Kováč, Milan, and Peter Demkanin. "Physics Experiments Planned by The Students Themselves - Higher Secondary Education." In INNODOCT 2018. Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8767.
Full textAbstract:
More than 15 years ago we started to implement in our physics curriculum for 17 years old pupils physics experiments planned by students themselves. Each student must learn, how to prepare and perform physics experiment. The leading idea of this endeavor is “student must do, what she/he wants, at least sometimes”. As a most problematic part of this task is, as has been proved, to teach students to formulate a problem - a question, which can be answered by an experiment and also to formulate a hypothesis, a prediction based on the previous knowledge or based on the information gathered from secondary sources. As important we also see the connection of planning experiments to the goals and aims of science education and sensibility of it from the view of pupils and their parents. Planning experiments by students themselves is a task involving a manifold cluster of means of knowledge gathering and utilization. As generally in creativity, the crucial role has memory. The student applies his/her knowledge. But, at the same time, he/she learns, what is the optimal, useful strategy and structure of working, optimal management for a teamwork. Within planning, a student flips through external sources of information, usually, electronic sources or textbooks, focus his/her attention to information interesting or potentially useful for the phenomenon examined by the experiment just planned. Student remembers, what equipment is available, looks for other equipment and material. Of course, the student also learns to write scientifically, to write in a manner, that nothing hampers understanding of the focus, process, and outcomes. Part of the article is devoted to the topic of development abilities of pre-service physics teacher‘s to scaffold the process of planning experiments of their future students.
8
Mountain, Jeffrey R. "Initiating Development of a Concept Inventory for Engineering Design." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12984.
Full textAbstract:
It has been stated that the topic of design is not conducive to assessment by concept inventory. While design problems are more ambiguous than problems in analytical subjects, such as physics, statics, or thermodynamics; the broader design education community of scholars might agree on a set of concepts that are essential to the fundamental understanding of design. Following a review of textbooks, industry interviews, and other literary sources, this paper will propose a set of commonly accepted overarching concepts that might form a nucleus of an engineering design concept inventory. This is intended primarily to initiate a dialog among the design engineering education community about the future development of a design concept inventory and it’s applicability in assessing the design content knowledge of undergraduate engineering students prior to entering the profession as graduate engineers.