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Journal articles on the topic 'Physics Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Iyer, Deepak, and Shannon Wachowski. "Reimagining physics/education." Physics Teacher 60, no. 6 (September 2022): 518–19. http://dx.doi.org/10.1119/10.0013861.

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In our May 2021 opening article for the column Just Physics?, we posed two questions: • What does it mean to think beyond just physics, specifically, to think about physics and physics education in the context of the social and political realities of the world? • What constitutes just physics, i.e., what does physics for justice look like?

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2

Hatch, Greg M., and Darla R. Smith. "Integrating Physical Education, Math, and Physics." Journal of Physical Education, Recreation & Dance 75, no. 1 (January 2004): 42–50. http://dx.doi.org/10.1080/07303084.2004.10608541.

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3

Poulsen, Ove. "Physics education." Europhysics News 36, no. 3 (May 2005): 77. http://dx.doi.org/10.1051/epn:2005301.

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4

Mohamad Nasri, Nurfaradilla, Nurfarahin Nasri, and Mohamad Asyraf Abd Talib. "PHYSICS TEACHERS’ PERCEPTIONS ON SUSTAINABLE PHYSICS EDUCATION." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 569–82. http://dx.doi.org/10.33225/jbse/20.19.569.

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The United Nation 2030 Agenda for Sustainable Development advocates teachers as the key in, and for, sustainable development. Surprisingly, while physics teachers have long been recognized as important agents in equipping students with necessary physics knowledge and scientific inquiry skills, nonetheless less attention is paid to explore physics teachers’ perceptions on sustainable physics education (SPE). The absence of robust research that explores physics teachers’ perceptions to SPE has informed this research. A total of 248 Malaysian physics teachers were involved in a survey consisting of both close and open-ended questions to capture their perceptions of SPE. In examining the differences in physics teachers’ perceptions of SPE, with regards to teaching experiences and educational background, the one-way ANOVA was utilized. Whereas thematic analysis was used to analyze responses from the open-ended questions. The main finding of this research is the novice physics teachers expressed more positive views of SPE, where they posed better understanding and greatly valued physics competencies when compared to the other teaching experiences groups. The understandings of sustainability among physics teachers were largely dominated by environmental foci. This research provides vital information to design effective teacher professional development targeting novice physics teachers in order to implement SPE effectively. Keywords: physics education, education for sustainable development, physics teacher, teachers’ perception.

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Lingbiao, Gao. "Cultural Influences on Physics Education." Australian Journal of Physics 48, no. 2 (1995): 259. http://dx.doi.org/10.1071/ph950259.

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This paper gives a brief description of the cultural influences in China today on education in general, and on the teaching and learning of physics in particular. The discussion focuses on (a) the emphasis on moral and intellectual development as the aims of physics education, (b) the content of the school physics course, teaching strategies and the reform of physics teaching, and (c) students' approaches and conceptions of learning, their ways of thinking and their understanding of concepts in physics.

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Wieman, Carl, and Katherine Perkins. "Transforming Physics Education." Physics Today 58, no. 11 (November 2005): 36–41. http://dx.doi.org/10.1063/1.2155756.

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7

Hanáková, Monika, and Daniel Kluvanec. "TAXONOMIES OF PHYSICS PROBLEMS IN PHYSICS EDUCATION." CBU International Conference Proceedings 4 (September 17, 2016): 520–25. http://dx.doi.org/10.12955/cbup.v4.808.

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Taxonomies of physics problems serve as useful tools to define and analyze the requirements of pupils and students in solving physics problems and tasks. The connection between taxonomies of educational objectives is important, and these were considered in selecting taxonomies of physics problems. Different approaches to classification are briefly described in this article, as well as the importance of a balance of physics problems in instruction, according to the selected taxonomy. Two taxonomies of physics problems were chosen according to our criteria and then analyzed and described in detail. A strength, weakness, opportunity, and threat SWOT analysis was performed on the tools as well as an example of the use of the tools on a particular physics problem.

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Lopez-Jimenez, P. A., G. M. Gil-Duque, and Y. A. Garces-GÃ³mez. "Real Problem Solving as a Teaching Strategy for Physics Education: Case Study." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 15–23. http://dx.doi.org/10.15294/jpii.v10i1.25669.

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The project presents the application of the stages proposed by Poyla for solving problems in mathematics, which have been adapted in mechanical physic. Critical reading strategies have also been applied resulting in reading physical problems comprehensively. Objectives: To incorporate real problem solving as a teaching strategy in two mechanical physics courses (one experimental and another traditional), in order to characterize the group that applies the problem-solving strategy. To validate the problem-solving strategy in mechanical physics. Methods: Mixed research including analysis and contrast of results obtained from two control groups: one experimental (24 university students of Mechanical Physics) and another traditional (16 university students of Mechanical Physics). The control group approaches the study of the subjects in a traditional way where the problems proposed are solved intuitively and somehow mechanically. The experimental group solves the proposed problems by applying each of the stages of the proposed sequence. The experimental group solves the proposed problems by applying each of the stages of the proposed sequence. This study differs from previous studies in that most are related to problem-solving in mathematics and in this case, we focus on physics with the value of involving elements related to critical reading, which gives a more realistic look of the Physical phenomenon studied from the interpretation of its occurrence and how it impacts the environment, which favors its theoretical understanding and gives meaning to its mathematical modeling.

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9

Sikder, Md Kabir Uddin. "Investigation on University Physics Education in Bangladesh." International Journal of Asian Education 3, no. 4 (December 12, 2022): 264–71. http://dx.doi.org/10.46966/ijae.v3i4.305.

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The present work has revealed an inside story of university physics education in Bangladesh. The four large autonomous universities in the country were chosen to get the real reflection of physics education to perform this investigation. Sophomores, juniors, seniors, and master’s students were the participants randomly selected from these four universities at the same time of education years 2013-2014. The number of participants from each year of each university was twenty physics students, and the sample size was 320. The same questionnaire about academic resources and activities in the physics departments was used in the survey. The investigation has revealed that the theoretical results of the secondary and higher secondary students were very good but obtained without complete understanding. About 64% of students study physics against their intention as they were interested in engineering or medical courses, though the interests were not their own in every case. Many of the physics students were not attentive enough to the academic activities in the department. Many students were interested in physics research without proper awareness and induction about research. In addition, teachers were not fully engaged in the department to make the students capable of understanding and learning physics independently. As a result, only 14% of the students were consistent in their opinions and had good confidence about the promising future for physics education and research in Bangladesh. However, devoted quality teachers, students with a substantial interest in physics, and the necessary resources are required to improve physics education.

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10

SUZUKI, Tsunenori. "Physics education in japan." Journal of Advanced Science 20, no. 3/4 (2008): 60–63. http://dx.doi.org/10.2978/jsas.20.60.

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11

Ryu, Tae. "Physics Education for All." TRENDS IN THE SCIENCES 5, no. 5 (2000): 79–81. http://dx.doi.org/10.5363/tits.5.5_79.

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12

Bejan, Adrian. "Evolution, physics, and education." Biosystems 215-216 (June 2022): 104663. http://dx.doi.org/10.1016/j.biosystems.2022.104663.

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13

Forbes, Richard. "Higher education in physics." Physics Bulletin 36, no. 6 (June 1985): 236. http://dx.doi.org/10.1088/0031-9112/36/6/003.

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14

Lamoreaux, Steve K. "Impressions of physics education." American Journal of Physics 69, no. 6 (June 2001): 633. http://dx.doi.org/10.1119/1.1370383.

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15

Williams, Gary. "Happy Birthday Physics Education." Physics Education 51, no. 3 (April 18, 2016): 030101. http://dx.doi.org/10.1088/0031-9120/51/3/030101.

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16

Graham, Andrew. "Physics education research website." Physics Teacher 39, no. 2 (February 2001): 126. http://dx.doi.org/10.1119/1.1543312.

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17

Kabil, Onur. "Philosophy in Physics Education." Procedia - Social and Behavioral Sciences 197 (July 2015): 675–79. http://dx.doi.org/10.1016/j.sbspro.2015.07.057.

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18

Esquembre, Francisco. "Computers in physics education." Computer Physics Communications 147, no. 1-2 (August 2002): 13–18. http://dx.doi.org/10.1016/s0010-4655(02)00197-2.

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19

Ramlo, Susan. "arXiv.org and Physics Education." Physics Teacher 45, no. 6 (September 2007): 374–75. http://dx.doi.org/10.1119/1.2768698.

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20

Holec, Stanislav, and Igor Kmet. "Physics education in Czechoslovakia." Physics Education 27, no. 6 (November 1992): 310–14. http://dx.doi.org/10.1088/0031-9120/27/6/006.

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21

Kuswanto, Kuswanto. "Where is The Direction Of Physics Education?" Jurnal Pijar Mipa 15, no. 1 (January 9, 2020): 59. http://dx.doi.org/10.29303/jpm.v15i1.1226.

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This article discusses about direction a physics education in the future. This discussion covers physics education, career and technology, and learning to live together and throughout life from a literature study. An extensive study of literature is intended to show the direction of education, especially physics education. The basis of this article is by reviewing research, surveys and online books from several references. Overall, this paper draws conclusions for physics education majors. So the following narratives describe careers that are integrated with technological developments, educational innovations, alternative learning methods / models for physics education

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22

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

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

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23

Nesic, Ljubisa, and Miomir Raos. "Ecophysics and education." Facta universitatis - series: Physics, Chemistry and Technology 4, no. 1 (2006): 101–12. http://dx.doi.org/10.2298/fupct0601101n.

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Environmental problems arise from an interaction of man with nature Environmental physics uses a number of sub-disciplines of physics in order to solve this problem. This in turn necessitates the study of various aspects of the man-environment interaction through educational programs. In this paper we discuss the motives for teaching environmental physics and present some ideas of how to improve the position of this subject in the educational system in Serbia. The role of specific seminars in this field is emphasized.

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24

Brelsford, John W. "Physics Education in a Virtual Environment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 37, no. 18 (October 1993): 1286–90. http://dx.doi.org/10.1177/154193129303701818.

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A study is directed at a comparison of Virtual Reality as an educational tool in physics instruction with standard, teacher-organized, or computer-aided learning. Findings generally indicated that virtual reality-based learning is superior to lecture-based control conditions. The dependent variable was a residualized knowledge of physics measure obtained from subjects four weeks following termination of training. As a training method, virtual reality was superior to the control condition at the four-week retention period. Such a finding supports cognitive theorists who argue that the lack of opportunities for hands-on, manipulation of objects in the physical world is one of the reasons children are often poor at intuitive physics. Virtual reality provides them the opportunity to develop manipulational skills they did not previously possess.

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25

Zeng, Liang, Ruben Ortega, John Faust, and Oscar Guerrero. "Physics Career Education Day: Design, Implementation, and Assessment." Journal of Hispanic Higher Education 19, no. 3 (July 9, 2018): 266–79. http://dx.doi.org/10.1177/1538192718786957.

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The nation faces critical shortages of Hispanic science, technology, engineering, and mathematics (STEM) college graduates—especially in physics. To address youth lack of awareness about physics careers, physics educators at the University of Texas Rio Grande Valley implemented a strategic intervention anchored in Modern Expectancy-Value Theory, Physics Career Education Day, in collaboration with two local school districts. Presurvey and postsurvey results have shown that this intervention significantly increased student awareness and interest in physics careers.

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26

Yeo, Shelley, and David Treagust. "Connecting research in physics education with teacher education." Science Education 84, no. 5 (2000): 685–87. http://dx.doi.org/10.1002/1098-237x(200009)84:5<685::aid-sce9>3.0.co;2-7.

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27

Aalst, Jan van. "An introduction to physics education research." Canadian Journal of Physics 78, no. 1 (March 1, 2000): 57–71. http://dx.doi.org/10.1139/p00-005.

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At a number of U.S. universities, some physicists are focusing their research effort on physics education research (PER). This paper examines this development in terms of the knowledge of teaching and learning, curriculum projects and practices it has produced. First, a selective review of research and curriculum development projects provides an introduction to PER for readers unfamiliar with it. Studies based on surveys and interviews are emphasized, as well as curriculum projects that make use of microcomputer-based laboratory tools (MBL). Other efforts are mentioned more briefly, but illustrate the breath of research and development activity. Following the review, I examine the evidence for the effectiveness of some of the curricula discussed, and identify three areas in which greater interaction between the PER and educational researchers working in other fields should be fostered: (a) statistical data analysis, (b) micro-analysis of learning situations, and (c) ways in which subject matter knowledge in physics can contribute to school-based projects and educational research. The concluding section of the paper argues for multi-disciplinary graduate programs in physics education, which are intended to provide a solid base in physics as well as research and innovation in education. PACS Nos.: 01.40.Fk, 01.50.Ht

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Turşucu, Süleyman, Jeroen Spandaw, and Marc J. de Vries. "Search for Symbol Sense Behavior: Students in Upper Secondary Education Solving Algebraic Physics Problems." Research in Science Education 50, no. 5 (September 17, 2018): 2131–57. http://dx.doi.org/10.1007/s11165-018-9766-z.

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Abstract Students in upper secondary education encounter difficulties in applying mathematics in physics. To improve our understanding of these difficulties, we examined symbol sense behavior of six grade 10 physics students solving algebraic physic problems. Our data confirmed that students did indeed struggle to apply algebra to physics, mainly because they lacked both sufficient symbol sense behavior and basic algebraic skills. They used ad hoc strategies instead of correct, systematic rule-based procedures involving insight. These ad hoc strategies included the cross-multiplication, the numbering, and the permutation strategy. They worked only for basic formulas containing few variables. In problems with more variables, students got stuck. The latter two strategies substitute numbers for variables. The permutation strategy randomly checks several permutations to guess which one is correct. The numbering strategy substitutes numbers to check algebraic manipulations. Our results indicate insufficient focus on conceptual understanding of algebra in some mathematics textbooks, leading to reliance on poorly understood ad hoc strategies. Effective teaching of algebraic skills should not focus on either basic algebraic skills or on symbol sense behavior. Instead, both aspects should be taught in an integrated manner. Our operationalization of symbol sense behavior turned out to be very useful for analysis. In contrast to earlier qualitative studies, it provided us the opportunity to measure symbol sense behavior quantitatively. This operationalization should also be applicable to other science subjects. Furthermore, we discussed some implications of our results for curricula, teachers, science teacher educators, and textbook publishers aiming at successful application of mathematics in physics.

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Spoelstra, B. "Education-oriented Physics-Chemistry for Universities." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 4, no. 3 (March 18, 1985): 98–103. http://dx.doi.org/10.4102/satnt.v4i3.1038.

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The shortage of well-qualified Science teachers is discussed, and possible contributing factors are mentioned. The need for an education-oriented university education in Physics and Chemistry, parallel to the existing courses in Physics and Chemistry, is justified. At the University of Zululand a subject called “Physical Science” (“Natuurwetenskap”) was established, bearing in mind the specific requirements of a teaching career in Physical Science at secondary level. “Physical Science” is offered at second and third year level and the syllabus covers equal amounts of Chemistry and Physics. A less formal-mathematical and more descriptive approach is followed, and as wide a field as possible is covered which includes new developments in the physical sciences. We believe that this new course will enhance the training of well-prepared teachers of Physical Science for secondary schools, where a severe shortage prevails. Special reference is made here to the situation in Black schools.

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30

Darmaji, Darmaji, Dwi Agus Kurniawan, and Irdianti Irdianti. "Physics education students’ science process skills." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (June 1, 2019): 293. http://dx.doi.org/10.11591/ijere.v8i2.16401.

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The purpose of this study was to determine the description of the process carried out in the physics education study program on the lens material. The process skills used in this study are the methods used, namely measurement, measurement and measurement processes which consist of table data, data, and training, conducting experiments. Total sampling technique was choosen to recruit 91 students to participate in the study. They are contracted in basic physics practicum courses. The results show that physics students have done their own lab work in the learning process that has been incorporated into the good category. The science process skills that are most mastered in concave movement practices are observations with a percentage of 51.65% and have an average of 82.76. Whereas for convex lens practices are skills and data that have good categories with a percentage of 81.32% and have an average of 73.67.

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31

Maison, Retni Sulistioning Budiarti, Sofia Christine Samosir, and Neng Ria Nasih. "DIFFERENCES OF SCIENCE PROCESS SKILLS PRE-SERVICE TEACHER ON PHYSICS EDUCATION AND BIOLOGY EDUCATION." Humanities & Social Sciences Reviews 8, no. 2 (April 12, 2020): 555–63. http://dx.doi.org/10.18510/hssr.2020.8263.

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Purpose of the study: This study aims to determine the differences in the mastery of science process skills in experiment group students and control group students in basic physics practicum I in equilibrium material in physics education and biology education study programs. And to find out the description of the mastery of science process skills in the experiment and control group students in biology and physics education study programs. Methodology: This research is a quantitative research type quasy experiment with a static group comparison design. To determine the experiment class and the control class, both classes will be given a pre-test first. In the comparison group, researchers did not randomly select two groups to be given treatment with a posttest without a pre-test. The results of the mastery of students' science process skills will be analyzed by descriptive statistics and inferential statistics. Main Findings: The results of this study show that there are differences in the mastery of science process skills between students using Science Process Skills-based practicum guide books inquiry models with students who use conventional practicum guidebooks in each study program. Based on statistical parameters, SPS mastery in the experiment class is better than in the control class. Applications of this study: This research can be used as input for the Physics Education Study Program at the Universitas Jambi to consider the use of SPS-based practicum guides. Novelty/Originality of this study: The novelty of this study aims to know the description and assessment of the mastery of SPS in the experiment group students and the control group students in the basic physics practicum in equilibrium material in biology education and physics education study programs in the use of science process skills-based practicum guides with inquiry models.

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32

Kim, Minchul, Youngwook Cheong, and Jinwoong Song. "The Meanings of Physics Equations and Physics Education." Journal of the Korean Physical Society 73, no. 2 (July 2018): 145–51. http://dx.doi.org/10.3938/jkps.73.145.

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33

Robbins, Dennis M. "Physics education reform—The role of AP physics." American Journal of Physics 68, no. 9 (September 2000): 786–87. http://dx.doi.org/10.1119/1.1303730.

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34

Landau, R. "Computational Physics: A Better Model for Physics Education?" Computing in Science & Engineering 8, no. 5 (September 2006): 22–30. http://dx.doi.org/10.1109/mcse.2006.85.

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35

Bevilacqua, Fabio, and Enrico Giannetto. "The history of physics and European physics education." Science & Education 5, no. 3 (July 1996): 235–46. http://dx.doi.org/10.1007/bf00414314.

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36

Abdüsselam, Mustafa Serkan. "Teachers' and students' views on using augmented reality environments in physics education: 11th grade magnetism topic example." Pegem Eğitim ve Öğretim Dergisi 4, no. 1 (March 1, 2014): 59–74. http://dx.doi.org/10.14527/pegegog.2014.004.

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The aim of this study was to evaluate the opinions of students in learning physics and physics teachers in teaching physics during using augmented reality environments. In this study, focus group interview technique was used as a qualitative research technique. Semi-structured interview technique was used as a method of data collection. This study was executed with three physic teachers and 8 students of a secondary school at Trabzon in 2010-2011 school years. As a result, using augmented reality in teaching magnetism has benefits on behalf of the magnetic field by providing the visualization. In learning side, it helps the student for better understanding the events of the environment and make able to have more better realistic application. Through the obtained results, it is suggested that augmented reality should be used in other subjects of science which are difficult to comprehend.

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37

Broks, Andris. "PROFESSIONAL STUDY PROGRAM FOR PHYSICS TEACHERS AND PROJECT OF GENERAL PHYSICS PROGRAM FOR UPPER SECONDARY SCHOOL." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 160–69. http://dx.doi.org/10.48127/gu/14.20.160.

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Modern development of our global and local life requires corresponding development of our general and professional education. Actual programmatic materials within systemic development of Physics Teacher Education as well as within General Physics Education at upper secondary school level are reported. Development of scientific thinking as overall goal is proposed. Educational research based pedagogical approach and science methodology studies centred content of educational physics at upper secondary school level is advocated. Key words: science education, teacher education, general physics education, upper secondary school education.

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Yun, Eunjeong. "REVIEW OF TRENDS IN PHYSICS EDUCATION RESEARCH USING TOPIC MODELING." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 388–400. http://dx.doi.org/10.33225/jbse/20.19.388.

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For both physicists who teach students in university and physics educators, how physics should be taught is a vital question. This study reviewed the trends of research in the field of physics education to identify the status of physics education research and help researchers in future studies. 2,959 articles were collected from the American Journal of Physics (AJP) and 745 articles from the Physics Review Physics Education Research (PRPER). Abstracts of the collected articles were used for the study. After preprocessing the texts of the abstracts, topics were extracted from the texts using topic modeling. The Late Dirichlet Allocation (LDA) model of Mallet was used for topic modeling. A total of 13 topics were extracted from the two journals. In recent years, “pedagogical content of knowledge (PCK),” “assessment” of achievement and “gender” of student have been topics of increasing interest; “teacher education” and “students’ reasoning process” have been topics with continuous high interest, and “introductory physics” and “problem solving” in physics have been topics with decreasing interest. Keywords: physics education research, physics education, research trend, topic modeling.

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39

Bielinskyi, Andrii O., Arnold E. Kiv, Yuliya O. Prikhozha, Mykola A. Slusarenko, and Vladimir N. Soloviev. "Complex systems and physics education." CTE Workshop Proceedings 9 (March 21, 2022): 56–80. http://dx.doi.org/10.55056/cte.103.

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Synergetics as a scientific area of research is in demand by society. The context of synergetics makes it possible for scientists of different specializations to interact fruitfully in the language of systematic understanding and search for new solutions. The presented work raises the question of how the theory of self-organization can help in the reformation of the higher education system, why this is relevant, and what can lead to the training of both teachers and students within the framework of an interdisciplinary approach. In the future, we will highlight the most important characteristics of complex systems and the simplest and at the same time conceptually simplest methods for analyzing complexity. As part of the complex systems modeling course, which will first be presented to students of physics and mathematics, and then, possibly, to students of other specialties, we present signals of seismic activity, gravitational waves and magnetic activity, and demonstrate how we can identify critical or crash phenomena in such systems. This kind of analysis can serve as a good basis for the formation of professional skills and universal competencies.

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Ngọc Hưng, Nguyễn. "Innovation trends in Physics education." Journal of Science, Educational Science 61, no. 8B (2016): 3–10. http://dx.doi.org/10.18173/2354-1075.2016-0153.

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41

Filanovich, Anton, and Alexander Povzner. "Virtual Laboratories in Physics Education." Physics Teacher 59, no. 8 (November 2021): 582–84. http://dx.doi.org/10.1119/5.0038803.

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42

Croft, Sally. "Higher Education: Physics under siege." Physics World 7, no. 11 (November 1994): 6–7. http://dx.doi.org/10.1088/2058-7058/7/11/3.

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43

Roche, John. "Speaking clearly about physics education." Physics World 9, no. 10 (October 1996): 45–48. http://dx.doi.org/10.1088/2058-7058/9/10/25.

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44

Ogborn, Jon. "New hope for physics education." Physics World 12, no. 10 (October 1999): 29–32. http://dx.doi.org/10.1088/2058-7058/12/10/22.

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Gwynne, Peter. "Education: US rethinks school physics." Physics World 12, no. 3 (March 1999): 10. http://dx.doi.org/10.1088/2058-7058/12/3/11.

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Cartlidge, Edwin. "Education: Physics takes centre stage." Physics World 13, no. 12 (December 2000): 6. http://dx.doi.org/10.1088/2058-7058/13/12/5.

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Dacey, James. "Argentina shakes up physics education." Physics World 27, no. 10 (October 2014): 14–15. http://dx.doi.org/10.1088/2058-7058/27/10/22.

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Metcalfe, Janet, John Warren, David Millar, Raymond Smith, and Julio Herrera. "Physics education: elitism and errors." Physics World 17, no. 4 (April 2004): 16–17. http://dx.doi.org/10.1088/2058-7058/17/4/24.

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Wei, Rong‐Jue. "Acoustics and Education in Physics." Physics Today 38, no. 2 (February 1985): 9–103. http://dx.doi.org/10.1063/1.2814439.

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Stith, James H., David Campbell, Priscilla Laws, Eric Mazur, Warren Buck, and Donald Kirk. "Importance of physics education research." American Journal of Physics 70, no. 1 (January 2002): 11. http://dx.doi.org/10.1119/1.1407257.

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