Relevant bibliographies by topics / Physics – Study and teaching

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  1. Journal articles

Academic literature on the topic 'Physics – Study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Physics – Study and teaching"

1

Lopez-Jimenez, P. A., G. M. Gil-Duque, and Y. A. Garces-Gómez. "Real Problem Solving as a Teaching Strategy for Physics Education: Case Study." Jurnal Pendidikan IPA Indonesia 10, no. 1 (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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2

Lino, N. T., E. M. F. Ramos, and B. Benetti. "Physics teaching and history of teaching: discoveries from the study of ancient didactic experiments." Journal of Physics: Conference Series 2297, no. 1 (2022): 012014. http://dx.doi.org/10.1088/1742-6596/2297/1/012014.

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Abstract The present research had as its main objective an analysis of curricular transformations that have occurred in the physics teaching, specifically in the topics of “Fluid Mechanics”, through an examination of old instruments no longer in use in a physics laboratory of a Brazilian school. The study begins with the intention of giving a name and meaning to an old dusty instrument found in the laboratory, the Nicholson’s Areometer. From this work of identifying the materials, we realized that experiments on “Fluid Mechanics” found in the laboratory had disappeared from current textbooks and official documents, showing changes in the Brazilian physics curricula. We consider these changes as one of the factors that contributed to the disuse of laboratory equipment today. For the survey and analysis of laboratory materials, a qualitative, exploratory and documentary research was carried out. From this research, the feasibility of resuming disused laboratories and materials as tools for physics teaching was evidenced, and this re-analysis movement may represent a first step to assist teachers in the effective use of such materials in their schools. Finally, we found that some of the reasons mentioned by teachers for not using experimental activities, such as lack of space and equipment, were not identified in the school studied.
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CALALB, Mihail, and Irina ZELENSCHI. "Constructivism in physics teaching." Acta et commentationes: Științe ale Educației 33, no. 3 (2023): 76–85. http://dx.doi.org/10.36120/2587-3636.v33i3.76-85.

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The basic principles of constructivism are examined in this paper and, based on the 5E instructional model, it is shown how constructivism can be applied to the study of the chapter Uniformly Accelerated Motion. In order to form the intrinsic motivation to learn physics, the student's internal resources, which must be accessed by the teacher, are presented. The connection between constructivism and the multidimensional structure of knowledge, which consists of conceptual understanding, procedural knowledge and axiological knowledge, is analyzed. Based on the example of the chapter Uniformly Accelerated Motion, it is shown what exactly each of these three forms of knowledge contains.
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4

Hernánez-Suarez, C. A., A. A. Gamboa-Suárez, and O. J. Suarez. "Attitudes towards physics. A study with high school students from the Colombian context." Journal of Physics: Conference Series 2118, no. 1 (2021): 012019. http://dx.doi.org/10.1088/1742-6596/2118/1/012019.

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Abstract Science education should promote the development of competent students in science and develop their interest in science; however, although the role and relevance of science within society is evident; the interest towards it is not conscious, being the negative attitudes of the students the main problem in the teaching of physics, which translates into a deficient knowledge and lack of scientific vocation. This report aims to diagnose the attitudes of students in high school physics courses. The study was developed through a non-experimental, descriptive research design, obtained from the application of a Likert scale that evaluates attitudes towards physics, adapted and validated to the context of students in an educational institution in Colombia. The results indicate that the attitudes of the students are slightly favorable, which is an empirical precedent to continue with the studies on attitudes towards physic. This should be considered to enhance the learning processes in these students, especially for those who have their first approach to physical concepts and give importance to attitudes when teaching.
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Malicoban, Elesar V., Juhainie S. Omra, Nasrima M. Guinar, Kristine Ann L. Acma, Geraldine P. Go, and Ivy Claire V. Mordeno. "Qualitative study on difficulties of non-physics majors teaching physics: basis for competency enhancement for teaching STEM." Journal of Physics: Conference Series 1835, no. 1 (2021): 012066. http://dx.doi.org/10.1088/1742-6596/1835/1/012066.

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6

Doris, Omeodu M. "Effect of Concept Mapping in Teachng of Physics in Senior Secondary Schools in Portharcourt Local Government Area Rivers State." European Scientific Journal, ESJ 14, no. 31 (2018): 71. http://dx.doi.org/10.19044/esj.2018.v14n31p71.

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The study examined the effect of concept mapping in the teaching of physic in senior secondary school in port Harcourt local government area Rivers state. The purpose of the study was to determine the effect of concept mapping on the teaching of physics. The study also found the difference in the academic achievement of students taught physics with concept mapping and conventional teaching method. Eighty-four SS3 physics students were used for the study. Forty-three 43 comprised of the experimental group and fortyone in the control group. The study adopted pre-test post test quasi experimental design. The instrument used for the study was Physics achievement test (PAT).The instrument contained 25 multiple choice questions, in which each of the questions 2 marks. The instrument was validated by two experts in the department of science education in Rivers State University. Pearson product moment correlation coefficient was used to ascertain the instrument’s level of reliability, which resulted to r value of 0.62. findings of the study shows that students taught Physics with concept mapping significantly better than those taught with conventional method. Also the study found that there was no significant difference between male and female students taught Physics with concept mapping. The study recommended that teachers should imbibe concept mapping method in the teaching of Physics so as to enhance students’ comprehension, identification of relationships that exits between concepts and creativity.
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7

Dr. Aderonmu, T. S. B., and T. Dr. Adolphus. "Examining the challenges of Non-Physics majors teaching Physics curriculum contents in secondary schools in Rivers State, Nigeria." International Journal of Education and Evaluation 9, no. 7 (2023): 82–96. http://dx.doi.org/10.56201/ijee.v9.no7.2023.pg82.96.

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The study was conducted to examine the challenges of Non-Physics majors teaching Physics curriculum contents in secondary schools in Rivers State, Nigeria. Mixed method research design was adopted for the study. The participants consisted of 52 Non-Physics major Physics teachers obtained using a purposive sampling method. Qualitative and quantitative data were collected using Interview Template for Non-Physics Major Teachers Teaching Physics and Non-Physics Major Teachers Teaching Physics Questionnaire (NPMTTPQ) [r = 0.79]. Data was analyzed using frequency count, percentage and mean. The findings of the study revealed that 21.5% of non- Physics major teachers teaching Physics are very knowledgeable about the Physics curriculum content while 27.9% had knowledge of the Physics curriculum content and 50.6% had little knowledge of the Physics curriculum content. It was also revealed that there was inadequate learning materials and practical apparatus and technology facilities for the teaching of the Physics curriculum content among others. The study recommended that in-service refresher courses and development trainings, adequate learning materials and practical apparatus and technology facilities as well as effective administrative support towards the teaching of the Physics curriculum content by non-Physics major teachers teaching Physics.
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8

Kapucu, Serkan, and Ufuk Yildirim. "A Multiple Case Study: Turkish Physics Teachers’ Teaching Beliefs Related to the National High School Physics Curriculum." International Journal of Physics and Chemistry Education 5, no. 2 (2013): 120–43. http://dx.doi.org/10.51724/ijpce.v5i2.79.

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In the present Turkish High School Physics Curriculum (THSPC), it was explicitly stated that physics teachers should use various teaching methods and techniques such as 5E, 7E, cooperative learning, inquiry-based learning, and problem solving in their instructional practices. Although the use of multiple methods and techniques has been suggested by the national physics curriculum, it is probable that teachers do not teach by using various instructional methods and techniques. Some factors, especially their beliefs about how to teach physics according to the THSPC, can affect their use of various teaching methods and techniques. Identifying teachers’ teaching beliefs related to the THSPC and investigating the reflection of these beliefs in their instructional practices can contribute to effective implementation of the THSPC. In this regard, the purpose of this study was to identify physics teachers’ beliefs about how to teach physics according to the THSPC and to investigate the extent of reflection of these beliefs in their teaching. Four teachers from different schools participated in this study. Data was collected through interviews, open-ended questionnaire and classroom observations. According to the data results, all physics teachers believed that they could teach physics according to the THSPC by giving examples from daily life, and creating a discussion environment. In addition, the classroom observations showed that they generally used these two teaching techniques in their instructional practices.
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9

Myrzakhmetova, Akbayan, Bahtiyar Smanov, Veli Ugur, and Aida Zhaparova. "Methods of teaching folklore in secondary school." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 4, 2024): 1742–52. http://dx.doi.org/10.54919/physics/56.2024.174qk2.

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Relevance. Folk songs, fairy tales, riddles, and tongue twisters are important for their emotional impact on a person, and the study of folklore allows a better understanding and feeling the spirit of the people, their worldview, culture, and history. The relevance of the study is based on the fact that at the present stage, due attention is paid to the use of folklore in the educational process in secondary school. Purpose. The purpose of the study: determine the role of folklore in the educational process through the conducted analysis of knowledge in secondary schools of Kazakhstan, identify the main genres of folklore, show the main techniques and methods of teaching folklore. Methodology. Comparative, descriptive, deductive, axiomatic, dogmatic, and abstraction methods and the method of analysis and synthesis were used to clarify this subject. Results. The result of the study was the definition of the concept of folklore and consideration of the classification of genres. The empirical part of the study consists of a survey conducted among 44 pupils, and a survey of 15 teachers of the highest category of secondary schools in Kazakhstan on the methodology of teaching folklore, its impact on the upbringing of the younger generation, and the activation of the educational process in general. Conclusions. The study examines Kazakh folklore and its components, shows the model of teaching folklore at school. The study allowed identifying certain features and assessing the prospect of further introduction of folklore teaching methods into the educational system of Kazakhstan, and developing recommendations for studying Kazakh folklore for grades 5-6. The practical importance of this subject is due to the main methodological aspects that affect the effectiveness of the use of certain methods of teaching folklore in secondary schools. Keywords: learning process; teacher; educational system; oral folk art; traditions
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10

Mafarja, Nofouz, Hutkemri Zulnaidi, and Hidayah Mohd Fadzil. "Effect of reciprocal teaching strategy on physics student’s academic self-concept." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 1023. http://dx.doi.org/10.11591/ijere.v12i2.23628.

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This research determined the impact of reciprocal teaching strategies on students’ academic self-concepts in physics. Reciprocal teaching is a collaborative strategy in the form of dialogue between teachers and students about a text containing eight techniques. Provide predictions, question generation, clarifications, connections, visualizations, summaries, calculations, and feedback to measure students’ academic self-understanding in physics. Two groups were experimental groups (n=60) and learned physics through an interactive teaching strategy. The other group, a control group (n=60), studied physics in a traditional way, judged the effectiveness of each other’s teachings, and compared the control group with a controlled trial. Results indicated that mutual education was more effective than traditional approaches in improving students’ academic self-concept. The results showed that mutual teaching is a more effective strategy than traditional methods to improve students’ academic self-concept. There was a significant difference between the experimental group and the control group. In this study, we proposed using the reciprocal teaching strategy in secondary school physics classes to improve students’ physics learning. Teachers should also receive maintenance and maintenance training to integrate reciprocal teaching into the classroom environment.
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