To see the other types of publications on this topic, follow the link: Physics – Study and teaching (Secondary) – Swaziland.
Journal articles on the topic 'Physics – Study and teaching (Secondary) – Swaziland'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Physics – Study and teaching (Secondary) – Swaziland.'
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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Masuku, Mzenzi S., O. I. Oloyede, and Victoria L. Kelly. "TEACHERS’ USE OF INFORMAL FORMATIVE ASSESSMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY CLASSROOMS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 348–60. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1062.
Full textAbstract:
The social-economic role of education as a major driver of human development calls for quality education that is rooted on effective teaching and learning. While Swaziland aspires to have products of her secondary education system efficiently joining tertiary training or the workplace, the SGCSE performance trend in Physical Science currently features below expectation. This study explored how teachers in Swaziland used informal formative assessment in their senior secondary school Chemistry lessons. Three purposively sampled lessons from Form 4 and Form 5 were observed. Data were collected through field notes and analysed using inductive content analysis. Findings showed that teachers used informal formative assessment by explaining misunderstood content in fresh ways, giving learners remedial work, initiating hand-clapping, repeating or adjusting initial and probing questions. All in all, teachers used informal formative assessment in line with standard practices though they often resorted to telling learners answers to seemingly demanding questions.
2
Fakudze, Cynthia. "The influence of local worldview presuppositions on learners’ conceptions of Selected Mechanics topics." South African Journal of Education 41, no. 2 (May 31, 2021): 1–11. http://dx.doi.org/10.15700/saje.v41n2a1885.
Full textAbstract:
The study is situated within a worldview theory as espoused by socio-cultural constructivists. Science classrooms in secondary schools in Swaziland are culturally largely homogeneous where learners and their teachers have a strong grounding in traditional Swazi culture. The aim of this study was to investigate whether the conceptions held by Grade 11 learners of selected mechanics topics were influenced by the worldview presuppositions prevalent in their socio-cultural environment. The learners were exposed to a socio-culturally-based teaching/learning strategy that integrated selected indigenous knowledge presuppositions into school science. The learners were given a pre-and post-physics achievement test (PAT). At the end of the intervention, a focus group interview was conducted with some of the learners. Data on selected PAT questions were analysed quantitatively and qualitatively. The learners’ responses to the focus group interview and the PAT’s open-ended questions were analysed at a later stage using the Ogunniyi’s Contiguity Argumentation Theory (CAT). The findings of the study show that the learners’ post-conceptions on selected mechanics topics were influenced by their local worldview presuppositions and could be analysed according to the CAT worldview categories.
3
Tsikati, Alfred, Marietta Dlamini, and Musa Dube. "Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 64–74. http://dx.doi.org/10.5191/jiaee.2019.26205.
Full textAbstract:
From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Education and Extension (AEE) at the University of Eswatini (UNESWA). Data analysis was performed using frequencies and percentages. Findings of the study revealed that in Agricultural Education, gaps existed in the following thematic areas: primary themes - programme delivery methodologies and curriculum programme planning; and secondary themes- creative thinking and problem-solving; innovative instructional technologies; teaching basic and academic skills; professional staff development; educational methodologies for teaching and learning; professional preparation and competence; and needs of future agricultural workforce. The study concluded that research conducted in Agricultural Education in Eswatini is imbalanced in both primary and secondary research themes. Therefore, the Department of AEE at UNESWA must establish a research agenda to ensure that the research conducted is thematically balanced. Keywords: Agricultural Education, primary themes, research project, research thematic areas, secondary themes, University of Eswatini
4
Dludlu, Mzomba Nelson, and Nomsa Mndzebele. "The Complexity And Compatibility Of ICT Integration In The Teaching And Learning Of Agriculture In Swaziland." Advances in Social Sciences Research Journal 7, no. 11 (November 15, 2020): 99–112. http://dx.doi.org/10.14738/assrj.711.7022.
Full textAbstract:
In Swaziland, ICT integration in teaching and learning is at the infancy stage. Learning opportunities provided by the increasing use of technology in classrooms are not being harnessed in secondary schools. The purpose of the study was to describe ICT integration in the teaching and learning of Agriculture in relation to complexity and the compatibility of the ICT tools in Swaziland. Specific objectives were (1) to describe the complexity of ICT tools as perceived by the teachers and (2) to further describe the compatibility of ICT tools in relation to the teachers’ experiences. A descriptive correlational design employing a mixed method approach was used to conduct the study. Data was collected using a Semi-structured interview guide and a survey questionnaire. The population for the study was (N=325) involving all secondary school Agriculture Teachers (N= 312) and key informants who were Agricultural Education Administrators (n=13). The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the study. Descriptive statistics were used to analyse data. With regard to complexity findings revealed that (1) computers make teaching of complex concepts easy, (2) computer use fits well in my curriculum goals, and that (3) learning to use ICT in teaching is a challenge. In overall findings indicated that the ICT tools were less complex to use by the Agriculture Teachers while teaching. The study further revealed that complexities of ICT use by Agriculture teachers were brought about by the age of teachers and the frequent changing of technologies. In relation to compatibility of ICT usage findings revealed that Agriculture Teachers agreed that (1) ICT is quick in meeting information needs, (2) Working with computers make them feel comfortable, (3) ICT use in teaching was very convenient, (4) Agriculture requires more ICT assistance, (5) computers brought positive changes in the schools, and that (6) computer use suits the learners needs. The study further indicated that Agriculture teachers perceived that ICT devices were (7) compatible with existing practices, (8) ICT philosophy was compatible with the subject content, and that (9) ICT integration allows well demonstration of real situations. It is recommended that a policy articulating the need and usage of ICT integration to support teaching and learning be enacted, thus, compelling Internet service providers to extend their bandwidth of Internet to all schools. It is further recommended, that ICT integration pedagogical skills be part of all pre-service and in-service teacher preparatory programmes.
5
Rehman, Nadia, Wanlan Zhang, Amir Mahmood, and Faiz Alam. "Teaching physics with interactive computer simulation at secondary level." Cadernos de Educação Tecnologia e Sociedade 14, no. 1 (March 12, 2021): 127. http://dx.doi.org/10.14571/brajets.v14.n1.127-141.
Full textAbstract:
Early research investigated the students understanding of science concepts using physical equipment, such as visiting labs and performing experiments but due to the advancement of new technology, students now can learn complex science concepts through advanced means, such as iPad, smart books and simulations. In Pakistan, interactive computer simulation program is rarely used for teaching at the early ages. The aim of the present study is to evaluate the effectiveness of the interactive computer simulation program PhET to teach weight and mass concepts to high school students. Quasi-experimental design was used to study the effect of the interactive computer simulation on students’ physics concepts. Study also explored the student’s engagement with simulation to exercise high order thinking skills. The experimental group was taught with the interactive computer simulation program, and the control group was taught with traditional teaching method. There were five lessons each week, and the program was used for a month. Pre- and post-tests were designed for both experimental and control groups. Independent sample t-tests showed that the difference was significant between the mean scores of the experimental and control groups after the experiment (p
6
Perales-Palacios, F. Javier, and José M. Vílchez-González. "Teaching physics by means of cartoons: a qualitative study in secondary education." Physics Education 37, no. 5 (August 30, 2002): 400–406. http://dx.doi.org/10.1088/0031-9120/37/5/306.
Full text
7
Gazzola, Maria Paz, Maria Rita Otero, and Viviana Carolina Llanos. "Teaching of Mathematics and Physics in Secondary School through Research and Study Paths." International Journal of Education and Practice 3, no. 2 (2015): 85–89. http://dx.doi.org/10.18488/journal.61/2015.3.2/61.2.85.89.
Full text
8
Von Korff, Joshua, Benjamin Archibeque, K. Alison Gomez, Tyrel Heckendorf, Sarah B. McKagan, Eleanor C. Sayre, Edward W. Schenk, Chase Shepherd, and Lane Sorell. "Secondary analysis of teaching methods in introductory physics: A 50 k-student study." American Journal of Physics 84, no. 12 (December 2016): 969–74. http://dx.doi.org/10.1119/1.4964354.
Full text
9
Milicevic, Dragana, and Ljiljana Pecic. "Cooperative learning in teaching physics and art in secondary schools." Facta universitatis - series: Physics, Chemistry and Technology 14, no. 1 (2016): 61–78. http://dx.doi.org/10.2298/fupct1601061m.
Full textAbstract:
Teaching physics in primary and secondary schools is realized through classic lecturing in classes of about 30 students, individual examinations, written tests and assignments and laboratory exercises. Knowledge is transferred from teachers to students mostly in its final form, which is not motivating for students or their teachers to develop and construct knowledge actively. A good way to overcome this problem is active teaching/learning through application of cooperative form of learning, where the aim is that students study through interaction which they enter on the basis of their previous knowledge and skills and to become active creators of their knowledge. This study presents a research survey with the aim to establish effects of cooperative learning of physics and music as well as physics and art in secondary schools. The surveys we conducted show that this approach to teaching contributes to a higher level of understanding, better transfer of knowledge, better achievement and also to the inner motivation of both students and teachers. The obtained results indicate that cooperative learning can be applied to students of all ages, for all school subjects and within a large number of themes.
10
Nawaz, Haq, and Rafaqat Ali Akbar. "Exploration of Student-Centered Teaching Methods: Physics Curriculum Implementation Perspectives." Journal of Research in Social Sciences 9, no. 2 (July 16, 2021): 43–61. http://dx.doi.org/10.52015/jrss.9i2.116.
Full textAbstract:
Teaching methods are primary elements of curriculum. National curriculum provides for student-centered teaching methods including for the subject of physics. Focusing on the importance of teaching methods, the current quantitative study was planned to explore student-centered teaching methods used for physics curriculum implementation. The sample of the study comprised 2,880 science students selected through multistage sampling technique. Self-constructed questionnaire having 4-factors; small group discussion, project work, inquiry teaching and debate were used to collect the data from the respondents. The questionnaire was validated from the experts and pilot tested to ensure Cronbach’s Alpha reliability statistics; .823. The data were analyzed through descriptive statistics and independent sample t-test. Results declared that teachers were making 56% use of student-centered teaching methods. Furthermore, urban secondary schools’ teachers were making more use of student-centered teaching as compared to rural secondary schools’ teachers for curriculum implementation. Based on the results, it is recommended that physics teachers should be provided training in student-centered teaching methods for effective curriculum implementation.
11
T., Adolphus, Aderonmu T.S.B, and Naade N.B. "EFFECT OF SCHOOL CLIMATE ON TEACHING AND LEARNING OF PHYSICS IN SENIOR SECONDARY." International Journal of Online and Distance Learning 1, no. 1 (July 15, 2021): 1–15. http://dx.doi.org/10.47604/ijodl.1314.
Full textAbstract:
Purpose: The study investigated the effect of school climate on teaching and learning of physics in senior secondary schools.
Methodology: The mixed research design, specifically descriptive and exploratory analysis method was employed for the study. 14 Physics teachers and 248 Physics students were purposively selected from four secondary schools in Rivers State, Nigeria. Instruments for data collection includes Questionnaire for Physics Teachers (QPT), Questionnaire for Physics Students (QPS) and two semi-structured interview schedules which are Interview Schedule for Teachers (ISfT) and the Interview Schedule for Students (ISfS). Data were analyzed using mean and percentage for the research questions while hypotheses were tested at 0.05 level of significance using t-test.
Results: The findings of the study revealed that although Physics teachers enjoy a fairly good working relationship with their students, both teachers and students maintained that their school climate were not friendly and conducive for teaching of Physics. The study further revealed that there were no significant differences between male and female Physics teachers and students on their mean responses on school climate related factors affecting the teaching and learning of Physics.
Unique contribution to theory and practice: The study recommended exigent need for synergy among all stakeholders in the secondary school to encourage the prevalence of harmonious relationship that will enhance effective teaching and learning of Physics among others.
12
Melo, Lina, Florentina Cañada-Cañada, David González-Gómez, and Jin Su Jeong. "Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School." Education Sciences 10, no. 12 (November 29, 2020): 362. http://dx.doi.org/10.3390/educsci10120362.
Full textAbstract:
The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher’s reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.
13
OMOTADE, AWODUN ADEBISI, and JEGEDE S.A. "Effects of Out-door Activities on Students’ Attitude towards Physics in Secondary Schools." International Journal for Innovation Education and Research 3, no. 5 (May 31, 2015): 126–31. http://dx.doi.org/10.31686/ijier.vol3.iss5.369.
Full textAbstract:
The study investigated the effects of out-door activities on students’ attitude towards learning of Physics in Senior Secondary School Physics in Ekiti State, Nigeria. The research design adopted in the study was Pretest-Posttest Quasi-experimental. The sample for the study was 150 Senior Secondary One (SSI) Physics students (this sample was divided into the experimental and control groups in ratio 1: 1 i.e. 75 in each group), selected through the multistage sampling technique from a total population of 7,852 SS I students offering Physics in all the 184 public Senior Secondary Schools in Ekiti State. The instrument used to collect relevant data from the subjects was Physics Attitudinal Scale (PAS). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.83. Two null hypotheses were tested at 0.05 level of significance. The data collected were analysed using inferential statistics of t-test and Analysis of Covariance (ANCOVA). The results of the analyses showed that there was significant difference in the attitude of students to Physics in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was recommended that non-conventional teaching approaches such as using out-door activities, should be introduced into the teaching of Physics in the nation’s secondary schools to reinforce the hitherto adopted conventional teaching method and Physics teachers should be encouraged to make use of these new teaching approaches.
14
Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.
Full textAbstract:
This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.
15
Adegoke, Adesina Benson, and Titilayo Adeoye Ajadi. "Structural Modeling of Teacher Characteristics, Skills in Teaching, and Students’ Achievement in Secondary School Physics." Journal of Studies in Education 6, no. 2 (April 26, 2016): 81. http://dx.doi.org/10.5296/jse.v6i2.8932.
Full textAbstract:
<p>In this paper, the author examined the relationships between teacher characteristics and teacher teaching skills and the concomitant effects of the relationships on senior secondary school students’ achievement in Physics. It was hypothesized that teachers who were well qualified (that is read physics/mathematics and education in universities) and has considerable years of teaching experience would demonstrate appropriate teaching skills as measured by good lesson preparation, lesson presentation and evaluation of the objectives of the lesson. It was further hypothesized that demonstration of such appropriate teaching skills would encourage students to learn better and do well in Physics. To test these hypotheses, twenty senior secondary school Physics teachers and 863 senior secondary school Physics students were randomly selected from twenty-four senior secondary Schools (SSS) in Ogun and Oyo States, Nigeria. The study lasted for four weeks. Each teacher was observed for 10 lessons and rated using Teacher-students Interaction Observation Schedule. At the end of the fourth week Physics Achievement Test was administered to the students. Results showed that there was a significant and positive relationship between teacher characteristics and teachers’ skill in lesson preparation, presentation and evaluation. Experienced and qualified teachers demonstrated appropriate teaching skills. It was found out that experience and qualified teachers had adequate skills to prepare for physics teaching in schools. It was found that teacher characteristics had influence on students’ achievement in Physics. However, the mediating effect of teacher teaching skills had non-significant effect on students’ achievement in Physics. The results suggest that only qualified people should be employed to teach Physics in senior secondary schools. </p>
16
Olaniyi, Oluseyi Abraham, and Moshood Ayinde Hassan. "Comparative Effectiveness of Self-Instructional Print Media and Conventional Teaching Method on Secondary School Students Achievement in Physics in Osun State." American International Journal of Social Science Research 4, no. 2 (July 6, 2019): 53–68. http://dx.doi.org/10.46281/aijssr.v4i2.345.
Full textAbstract:
The current decline in the performance of secondary school students in Physics in the Senior School Certificate Examination (SSCE) has become a major concern for the stakeholders in the field of education. This may perhaps, be partly due to the strict adherence of Physics teachers to the use of conventional teaching method in teaching Physics. This study was therefore carried out with the aim of evaluating the comparative effectiveness of Self-instructional Print Media and the conventional teaching method on secondary school students’ achievement in Physics in Osun State. A non-randomised control group pretest-posttest quasi-experimental research design was adopted for the study. Self-Instructional Printed Material in Physics (SIPMP), Lesson Plan in Physics (LPP), Entry Behaviour Test in Physics (EBTP) and Achievement Test in Physics (ATP) were the research instruments used in this study. One hundred and seventy three (173) SSS II students from six intact classes of six purposively selected secondary schools in Osun State constituted the sample of the study. These students were randomly assigned into the three quasi-experimental groups, namely: Self-instructional Print Media alone (SIPM alone), Self-instructional Print Media with the conventional Teaching Method (SIPM with CTM) and the Conventional Teaching Method alone (CTM alone). The three groups were tested prior to and after their exposure to the experimental treatment. The data collected were analysed to answer the five research questions and test the four hypotheses raised for the study using mean scores, t-test, ANOVA and ANCOVA at 0.05 level of significance. The findings of this study indicated that the three groups were equivalent or homogeneous prior to the application of the experimental treatment. The three groups also recorded significant improvement in their achievement in physics after being exposed to the experimental treatments. However, the students that were exposed to the self-instructional print media (whether independently or conjointly with the conventional teaching method) significantly outshone their counterparts that were taken through the conventional teaching method alone. Based on these findings, secondary school physics teachers were admonished to embrace the use of self-instructional print media to promote effective and efficient teaching and learning of Physics. They were also encouraged not to completely abandon the use of the conventional teaching method.
17
Jonāne, Lolita. "Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience." Journal of Teacher Education for Sustainability 17, no. 2 (December 1, 2015): 53–73. http://dx.doi.org/10.1515/jtes-2015-0011.
Full textAbstract:
Abstract The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.
18
Khouna, Jalal, Lotfi Ajana, Ahmed Rhazal, and Abdelilah El Mokri. "The Use of Educational Software in Teaching Physics in the Moroccan Context." International Journal of Emerging Technologies in Learning (iJET) 15, no. 18 (September 25, 2020): 270. http://dx.doi.org/10.3991/ijet.v15i18.15455.
Full textAbstract:
In the educational field, many researchers have studied the role played by the educational software in teaching physics. This review study aims to analyze the use of educational software in the teaching of physics in Moroccan secondary schools between the years 2010 and 2019. The sources for the data collection process were obtained through searches on Google Scholar pages. The analysis of the results allowed us to identify the advantages and disadvantages related to the integration of educational software in teaching physics in the Moroccan context. In addition, the study contributes with a set of recommendations for future use of educational software.
19
B. A, Atsuwe,, and Nomji, E, V. "Physics Student-Teachers’ Challenges during Teaching Practice in Secondary Schools and Their Solutions: A Study of Federal University of Agriculture Makurdi." International Journal of Research and Review 8, no. 4 (April 21, 2021): 245–51. http://dx.doi.org/10.52403/ijrr.20210432.
Full textAbstract:
This study examined the challenges faced by student-teachers during teaching practice and their possible solutions in the Federal University of Agriculture Makurdi, Benue state, Nigeria. To achieve this, the descriptive survey research design was adopted. Four Research questions and four Research hypotheses guided the study. The sample of the study was drawn from five degree options out of the eight degree options in the College of Agricultural and science Education in the study area. Primary data were used for the study specifically obtained using well-structured questionnaire. Two hundred copies of the questionnaires were administered on the respondents and survey data analysed using descriptive statistics and Chi-square test. Results of the analyses showed that classroom management significantly affect student-teachers’ performance during teaching practice in secondary schools. The results revealed that curriculum development and instruction significantly affect student-teachers’ during their practice year. The result also revealed that supervision of student-teachers’ does greatly affect students’ teachers during their teachers during their teaching practice. The study recommends that Proper and maximal attention should be given to the classroom management by student-teachers’ in order to achieve the specific objectives at the end of the lesson in the classroom .There is need for the government to provide good library facilities and laboratories. Keywords: student-teachers’, Teaching practice, Challenges, Secondary Schools.
20
Ülen, Simon, and Ivan Gerlič. "The Conceptual Learning of Physics in Slovenian Secondary Schools." Organizacija 45, no. 3 (May 1, 2012): 140–44. http://dx.doi.org/10.2478/v10051-012-0015-3.
Full textAbstract:
The Conceptual Learning of Physics in Slovenian Secondary SchoolsIn the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction.
21
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 (November 30, 2018): 71. http://dx.doi.org/10.19044/esj.2018.v14n31p71.
Full textAbstract:
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.
22
Dupev, Oludipe Bimbola. "Instructional Needs Assessment of Physics Teachers in the Teaching of Physics and Physics Practical in Ogun State Secondary Schools, Nigeria." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 118–25. http://dx.doi.org/10.31578/jebs.v5i1.194.
Full textAbstract:
The study assessed the perceived instructional needs of physics teachers in the teaching of physics in secondary schools in Ogun-state, Nigeria. The study was a descriptive survey type of research. The sample was made up of eighty (80) physics teachers randomly drawn from forty-three (43) public Senior Secondary Schools in Abeokuta North, Abeokuta South and Ado Odo Ota Local Government areas of Ogun State. Data were collected by means of an Instructional Needs Inventory which consisted of 20 items on a 4–point Likert scale to which the teachers were required to indicate the extent of their instructional needs in Physics: “No help needed”, “Little Help Needed”, “Moderate Help needed” and “Much Help Needed”. The inventory was pretested on a pilot sample of 30 Physics teachers in Ijebu North and Ijebu-Ode Local Government areas of Ogun State. The Cronbach coefficient alpha value was found to be 0.88. One research question was posed and three hypotheses were tested at the 0.05 level of significance. The findings revealed that teachers need more help in developing questions that demand higher-order thinking skills; harnessing students’ existing ideas and conceptions; encouraging students participation in classroom lessons; connecting science concepts to real life examples; conceptual understanding of physics concepts; adapting teaching methods to meet individual students’ needs; linking students’ ideas, values and beliefs to their classroom experiences; engaging students in problem-solving activities; creating innovative ideas that can foster learning; improvising instructional materials; helping students to ask questions and discuss their learning experiences; presenting science experiences as enjoyable, interesting and relevant; helping students to plan and carry out investigation in the laboratory; helping students to learn by discovery and teaching science process skills. However, the research revealed that teachers need little help in measuring students’ conceptual understanding, helping students to interact actively with learning materials, using technology to enhance classroom experiences, assisting students to formulate their own questions, evaluating students’ learning and helping students to connect practical with underlying theoretical concepts. The results also revealed that the instructional needs of physics teachers were not significantly sensitive to gender differences, experiences and professionalism of teachers.
23
Pullicino, Nathan, and Charles Bonello. "Challenges Faced by Maltese Students Studying Advanced Level Physics." Information 11, no. 8 (August 17, 2020): 397. http://dx.doi.org/10.3390/info11080397.
Full textAbstract:
One of the aims of the Secondary Education Certificate (SEC) Physics syllabus is “to provide the basis for further study of the subject”. This research determined the extent to which the syllabus is fulfilling this aim. In this study, seven post-secondary Physics teachers participated in semi-structured interviews and 200 students provided feedback to a questionnaire. Areas in which the SEC Physics syllabus is not preparing students well enough to further their studies in the subject were identified and suggestions were given to help improve the situation. This study confirmed that there is an academic disparity between SEC and Advanced Matriculation (AM) Physics. This disparity is highlighted in the problem-solving skills necessary for success at both levels, mathematical physics, language and in concepts which are highly abstract. The study also confirmed that there is a large amount of rote learning involved in SEC level Physics. As a result, students learn superficially and struggle to grasp the complex concepts taught in A-level Physics. In order to prepare students better for post-secondary education, SEC Physics students should be asked to answer questions which involve higher levels of thinking and to solve more complex mathematical problems. Furthermore, more frequent practical sessions, a greater degree of student involvement and a greater emphasis on the link between theoretical ideas and practical work is also recommended. A shift of emphasis is required from teaching content to teaching higher order thinking skills.
24
Markus, Laurah, Stephanie Sungkim, and Mohd Zaki Bin Ishak. "Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 5 (May 10, 2021): 190–202. http://dx.doi.org/10.47405/mjssh.v6i5.774.
Full textAbstract:
The emphasis on STEM education in the physics curriculum moves toward addressing the 21st-century demands, but its implementation is fraught with issues and challenges. This paper exposes teachers’ and students’ concerns and problems with integrated STEM education implementation and relates them to the anticipated problem in quantum physics (QP) learning and facilitation (L&F) in secondary school. The QP L&F challenges include the odd ontological worldview and abstractness of concepts, which have created serious misconceptions among teachers and students. A solution is proposed to address this difficulty, including applying an interactive simulation and a hands-on experiment. This paper also proposes a theoretical framework for developing an instructional module to cater to meaningful QP learning with integrated STEM elements. The proposed theoretical framework has several advantages, including guidance in planning an instructional module applicable to classroom activities and explaining the topic using an inquiry-based learning (IBL) approach with learning activities coordinated using the 5E Instructional Model. Nonetheless, further research is necessary to study the instructional module’s development, usability, and L&F effectiveness in the classroom.
25
Khan, Kifayat, Munir Khan, and Abdur Rashid. "Identification of Factors that Undermine the Teaching-Learning Process in the Subject of Physics at Secondary School Level." Global Regional Review V, no. I (March 30, 2020): 243–54. http://dx.doi.org/10.31703/.2020(v-i).27.
Full textAbstract:
Teaching of Physics involves theoretical as well as practical skills development of students at secondary school level. The main aim of the study was to identify the factors that undermine the teaching learning process in the subject of physics. All secondary school’s science teachers were considered as population of the study. Two hundred (200) science teachers (100 each male and female) were selected as sample of the study through stratified random sampling techniques. Data was collected through a self-developed questionnaire of reliability coefficient 0.84 and were analyzed using statistical tools. The unavailability of physics teachers, laboratory, classrooms, related books were concluded undermining factors. Lake of physics teachers, and unfavorable working environment were found dominant in male teachers’ school than female. The educational authorities with the collaboration of community can play their role to overcome these undermining factors in the subject Physics.
26
Khan, Kifayat, Munir Khan, and Abdur Rashid. "Identification of Factors that Undermine the Teaching-Learning Process in the Subject of Physics at Secondary School Level." Global Regional Review V, no. I (March 30, 2020): 243–54. http://dx.doi.org/10.31703/grr.2020(v-i).27.
Full textAbstract:
Teaching of Physics involves theoretical as well as practical skills development of students at secondary school level. The main aim of the study was to identify the factors that undermine the teaching learning process in the subject of physics. All secondary school’s science teachers were considered as population of the study. Two hundred (200) science teachers (100 each male and female) were selected as sample of the study through stratified random sampling techniques. Data was collected through a self-developed questionnaire of reliability coefficient 0.84 and were analyzed using statistical tools. The unavailability of physics teachers, laboratory, classrooms, related books were concluded undermining factors. Lake of physics teachers, and unfavorable working environment were found dominant in male teachers’ school than female. The educational authorities with the collaboration of community can play their role to overcome these undermining factors in the subject Physics.
27
Khan, Kifayat, Munir Khan, and Abdur Rashid. "Identification of Factors Undermining the TeachingLearning Process in the Subject of Physics at Secondary Level in Pakistan." Global Regional Review IV, no. III (September 30, 2019): 425–35. http://dx.doi.org/10.31703/grr.2019(iv-iii).47.
Full textAbstract:
The teaching of Physics involves theoretical as well as practical skills development of students at the secondary school level. The main aim of the study was to identify the factors that undermine the teaching-learning process in the subject of physics. All secondary schools science teachers were considered as the population of the study. Two hundred (200) science teachers (100 each male and female) were selected as the sample of the study through stratified random sampling techniques. Data was collected through a self-developed questionnaire of reliability coefficient 0.84 and were analyzed using statistical tools. The unavailability of physics: teacher, laboratory, classrooms, related books were concluded undermining factors. Lake of physics teachers and unfavorable working environment were found dominant in male teachers school than female. The educational authorities with the collaboration of the community can play their role to overcome these undermining factors in the subject of
28
Al-Swelmyeen, Monther Bsharh, Mohammad Abed Sakarneh, and Ghadeer Pernec Al zabenc. "The effect of self- questioning strategy in developing independent thinking in teaching physics." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 502–10. http://dx.doi.org/10.18844/cjes.v15i3.4918.
Full textAbstract:
This study aimed at determining the effectiveness of self- questioning strategy in developing independent thinking in teaching physics. The researcher used the Independent Thinking Test on a purposive sample consisted of (46) students from the first secondary scientific class in Amman schools in Jordan. A quasi-experimental approach was adopted. To analyze the data a statistical Package for the Social Sciences (SPSS) was used. The study showed a statistically significant difference between the means of the two groups (experiment and control group) in the independent thinking level and it was in favor of the experimental group. The study recommended preparing and developing teaching programs according to the self-questioning strategy and conducting similar studies on new samples at different age levels and new variables.
Keywords: Self-Questioning, independent Thinking, Physics.
29
Al-Swelmyeen, Monther Bsharh, Mohammad Abed Sakarneh, and Ghadeer Pernec Al zabenc. "The effect of self- questioning strategy in developing independent thinking in teaching physics." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 1192–201. http://dx.doi.org/10.18844/cjes.v15i5.5170.
Full textAbstract:
This study aimed at determining the effectiveness of self- questioning strategy in developing independent thinking in teaching physics. The researcher used the Independent Thinking Test on a purposive sample consisted of (46) students from the first secondary scientific class in Amman schools in Jordan. A quasi-experimental approach was adopted. To analyze the data a statistical Package for the Social Sciences (SPSS) was used. The study showed a statistically significant difference between the means of the two groups (experiment and control group) in the independent thinking level and it was in favor of the experimental group. The study recommended preparing and developing teaching programs according to the self-questioning strategy and conducting similar studies on new samples at different age levels and new variables.
Keywords: Self-Questioning, independent Thinking, Physics.
30
Khan, Saifullah, Rehmat Ali Farooq, and Nilsa Fleury. "EFFECTIVENESS OF LOW COST MATERIALS ON DIVERSE ACHIEVERS IN THE TEACHING OF PHYSICS AT SECONDARY LEVEL." sjesr 2, no. 2 (December 19, 2019): 33–47. http://dx.doi.org/10.36902/sjesr-vol2-iss2-2019(33-47).
Full textAbstract:
Abstract
The equipment’s of science teaching in the most of secondary school is not available in Pakistan. The main purpose of this research is to find the effectiveness of low cost materials on diverse achievers in the physics instructing at secondary level. The nature of the study was experimental. The most suitable design for this experiment was Pre-test, post-test equivalent group design. A sample of 40 pupils was carefully chosen from Government High School No.2 Nowshera Cantt. The experiment continued for six weeks. Independent sample t-test was used for the analysis of data. The group which has been instructed with low cost teaching aids showed successful result scores in the posttest and their achievement level further gets improved. It has been suggested that teachers training institutions ought to build up such a training programs, which would enhance the capacities of teachers in the selection and in the development of apparatuses, using low cost materials for practical work
31
Gróf, Andrea, Ákos Szeidemann, and Tamás Tél. "Challenges in developing an interdisciplinary teaching material on effects related to the Earth’s rotation." Canadian Journal of Physics 98, no. 8 (August 2020): 719–25. http://dx.doi.org/10.1139/cjp-2019-0447.
Full textAbstract:
The increasing public attention attracted by environmental issues requires the understanding of the physics behind large scale motions of the atmosphere and the oceans. It is therefore necessary to extend the scope of secondary education to the physical principles behind these phenomena related to the Earth’s rotation. The main message to convey is the fascinating effect that the importance of the Coriolis deflection increases with extension in space. The communication of size making such a difference requires quantitative considerations, whereas high school treatment is scarce and only provides a qualitative explanation of the Coriolis deflection. To bridge this gap, we have developed secondary level teaching material on the physical background of large-scale environmental processes and made it available on the internet for interested students and teachers. Aimed at regular secondary school students, it requires no further knowledge beyond the very basics of mechanics. The material consists of a core study and several extensions. The core study only uses elementary formulae and is easily followed by as independent learner or completed in three teaching periods in class. It begins with simple hands-on experiments from which students can derive the expression of the Coriolis acceleration. Students can also use data from their own experiments or everyday life observations to obtain a numerical measure of the strength of the Coriolis effect. Through the three sections, the material proceeds from small scales, where the Coriolis effect is practically negligible, to planetary scales, where the effect inevitably becomes dominant. As an illustration of the difference between the large and small scales, it also reveals why a video pretending to demonstrate the different rotation of plughole vortices around the Equator must be faked. The material has been developed in permanent contact with students, the paper also shows steps of improvement based on the feedback received from them.
32
Syukri, M., L. Halim, L. E. Mohtar, and S. Soewarno. "The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills." Jurnal Pendidikan IPA Indonesia 7, no. 1 (April 3, 2018): 66–75. http://dx.doi.org/10.15294/jpii.v7i1.12297.
Full textAbstract:
This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.
33
Yehya, Fouad. "Creative thinking skills in the Lebanese schools from secondary physics teachers’ perspectives." International Journal of Learning and Teaching 12, no. 2 (April 30, 2020): 115–30. http://dx.doi.org/10.18844/ijlt.v12i2.4718.
Full textAbstract:
This paper examines the degree of enhancing creative thinking skills in the physics curriculum in Lebanese secondary schools from the physics teachers’ perspectives. It is realistic based study adopted the descriptive quantitative method to collect data by questioner from 141 Lebanese secondary physics teachers from different Lebanese districts. Furthermore, an open-ended interview with many physics teachers was used to triangulate the survey obtained data. Results of both descriptive and inferential statistics indicated that the degree of using creative thinking in the Lebanese secondary schools and curricula is low and insufficient. Moreover, the results showed no statistically significant differences in the level of physics teachers’ perceptions about the role of the Lebanese curriculum and secondary schools of enhancing creative thinking skills among physics teachers’ gender, qualification and years of experience. Physics teachers must improve their divergent methods of teaching. Furthermore, professional development for teachers and appropriate training for learners on different learning strategies and the integration of well-designed activities in the curricula are a must to improve learners’ creative thinking skills.
Keywords: Creative thinking skills, Lebanese physics curriculum, Lebanese secondary schools
34
Slabeycius, Juraj, and Daniel Polčin. "HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL." Problems of Education in the 21st Century 50, no. 1 (December 15, 2012): 101–7. http://dx.doi.org/10.33225/pec/12.50.101.
Full textAbstract:
The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as "universal curriculum" tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don’t give school the guarantee for an increase of the of pupils’ knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. Key words: digital education, ICT, EDULAB, physics teaching, misconception in physics.
35
Twahirwa, Jean, and Etienne Twizeyimana. "Effectiveness of Practical Work in Physics on Academic Performance among Learners at the selected secondary school in Rwanda." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 97–108. http://dx.doi.org/10.4314/ajesms.v16i2.7.
Full textAbstract:
The current study investigates the effectiveness of practical work in physics on academic performance among learners of a secondary school in Rwanda. The study employs a quasi-experimental research design specifically pretest-posttest control group design (control group and experimental group). Two groups of learners of senior one at Groupe Scholaire Rugoma were treated differently through an expository and practice-based approach respectively. Physics achievement test prepared to evaluate the effect of practical work indicated that learners in the experimental group outperformed those of the control group treated by the expository teaching method. Various factors that may advance or hinder the implementation of practical work were identified and views from science teachers were collected. Most of the respondents strongly agreed that those factors have a significant impact on the implementation of practical work which in turn influence learners’ overall academic performance during Physics Achievement Test (PAT). A significant difference was observed from the statistical analysis performed by using SPSS version 21.0. (Pretest and posttest among learners in the experimental group; t = 27.243; 32.743; MD = 8.4239; 13.12500 respectively whereas the pretest and posttest among learners are as follow, t = 28.442; 32.627; MD = 9.82500; 2.38005 respectively and for all performance evaluation hypotheses were tested at .05 level of significance. Based on the observed results, it was found that practical work was more effective in improving learners’ performance in Physics. It was therefore concluded that practical work continues to be a promising approach in teaching sciences, particularly teaching Physics in secondary schools.
36
Twahirwa, Jean, and Etienne Twizeyimana. "Effectiveness of Practical Work in Physics on Academic Performance among Learners at the selected secondary school in Rwanda." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 97–108. http://dx.doi.org/10.4314/ajesms.v16i.2.7.
Full textAbstract:
The current study investigates the effectiveness of practical work in physics on academic performance among learners of a secondary school in Rwanda. The study employs a quasi-experimental research design specifically pretest-posttest control group design (control group and experimental group). Two groups of learners of senior one at Groupe Scholaire Rugoma were treated differently through an expository and practice-based approach respectively. Physics achievement test prepared to evaluate the effect of practical work indicated that learners in the experimental group outperformed those of the control group treated by the expository teaching method. Various factors that may advance or hinder the implementation of practical work were identified and views from science teachers were collected. Most of the respondents strongly agreed that those factors have a significant impact on the implementation of practical work which in turn influence learners’ overall academic performance during Physics Achievement Test (PAT). A significant difference was observed from the statistical analysis performed by using SPSS version 21.0. (Pretest and posttest among learners in the experimental group; t = 27.243; 32.743; MD = 8.4239; 13.12500 respectively whereas the pretest and posttest among learners are as follow, t = 28.442; 32.627; MD = 9.82500; 2.38005 respectively and for all performance evaluation hypotheses were tested at .05 level of significance. Based on the observed results, it was found that practical work was more effective in improving learners’ performance in Physics. It was therefore concluded that practical work continues to be a promising approach in teaching sciences, particularly teaching Physics in secondary schools.
37
Adeoye, Femi Adetunji. "Impact of Systematic Assessment of Instruction on Secondary School Students’ Physics Achievement at Cognitive Level of Knowledge." International Journal of Physics & Chemistry Education 2, no. 1 (February 16, 2021): 44–52. http://dx.doi.org/10.51724/ijpce.v2i1.182.
Full textAbstract:
The study examined empirically the impact of systematic and unsystematic assessment of instructions, cognitive style and gender on knowledge of physics concepts among Senior Secondary Two (SS II) Students in Lagos Island Local Government Area of Lagos State, Nigeria. It made use of 120 secondary school two (SS II) students (72 males and 48 females) in a pretest-posttest non-randomized control group design in which treatment systematic assessment at two levels was crossed with two levels of cognitive style and gender. Data analysis involved analysis of covariance and graphical illustration as post-hoc measures. The results indicate that allowing systematic attributes of continuous assessment (CASS) to come into play in physics teaching has significant effect on remembering of physics concepts across all the students’ cognitive style-gender groupings. The results also indicate a significant gender-group (in support of females) in remembering of physics concepts. These results show the need for secondary school physics teachers to bring in systematic characteristic of CASS into the assessment of physics teaching. The teachers should also be more patient with male students since their knowledge of physics concepts is significantly lower than that of their female counterparts.
38
Šestáková, Jana. "Case Study of Using Peer Instruction at Upper Secondary School." Scientia in educatione 7, no. 2 (December 31, 2016): 111–27. http://dx.doi.org/10.14712/18047106.298.
Full textAbstract:
The article describes the results of the case study “Implementation of the Peer Instruction method into education in the Czech Republic”, trying to answer one main question: “How is the Peer Instruction method implemented into physics teaching at upper secondary Czech school?”.The data was collected through interviews with the teacher, lesson observation and questionnaires for the teacher and students. The teacher involved in the study had been interested in the method since 2009. The research findings resulting from lesson observation and students’ opinions are from the 2014/2015 school year, when the method was implemented with students aged 17–18 years in three physics classes taught at an upper secondary school, with the respective numbers of students being 28, 16 and 13. The research generated the following conclusions, among other things: (1) the method should ideally be used immediately after a presentation of a new topic, therefore e.g. once a month, (2) a maximum of two ConcepTest questions should be used within one 45-minute lesson, and (3) students’ responses should be collected by means of ï¬ashcards rather than by an electronic voting system. The teacher starting with the method expected that ConcepTest questions would be simple for students and the work pace would be faster. She tried to hasten the work and therefore sometimes did not give students enough time to think about their responses, occasionally even failing to provide the option of a second answer. Nevertheless, the participating students gave positive feedback on this method, strongly indicating that that they had learned more while using this method. They admitted that using ï¬ashcards during the first answering was a strong incentive that boosted their motivation towards thinking about the answers. This article is intended for people interested in the Peer Instruction method, teachers and researchers in active learning.
39
Njoka, Nazario M., and Judith K. Julius. "Integration of Investigative Science Process Skills Teaching Strategy on Students’ Achievement at Secondary School Level Physics in Embu County, Kenya." World Journal of Educational Research 8, no. 1 (January 19, 2021): p128. http://dx.doi.org/10.22158/wjer.v8n1p128.
Full textAbstract:
One of the challenges facing Kenya in the teaching of Physics in secondary schools is how to make learners acquire knowledge, build up capacity for critical thinking in solving problems in any situation and make an effort to enable them understand the application of content in real life situations and careers. Based on this challenge, the present study was designed to determine the effect of investigative science process skill teaching strategy on students’ achievement in Physics. The study was guided by the following objectives: To determine students’ achievement in school physics when using Investigative Science Process Skill (ISPS) teaching strategy. Theoretical framework of the study was based on constructivist theories of learning. Quasi- Experimental design was used. The research was carried out in eight schools in Embu County. Stratified random sampling technique was used to select participating schools, then simple random sampling was used to select and assign participating schools in experimental and control group. The sample was form three students. Research instrument used was: Physics Achievement Test (PAT) on the topic of Electricity (II). The research instrument was pilot-tested for validity and reliability. The reliability coefficient was calculated using Kunder-Richardson (KR-Formula20). A coefficient value of 0.768 was considered suitable for reliability of the instrument. Data was analysed using the analysis of variance (ANOVA) and chi-square and t-test. Hypotheses was tested at alpha (?) value of 0 .05 level of significance using a computer Statistical Package for Social Sciences (SPSS) for Windows. The findings of the study demonstrated that ISPS enhanced academic achievement in learning. It is hoped that the results of the study provide useful information to Physics teachers, curriculum developers, Quality Assurance and Standards Officer (QASO) and teacher-trainers.
40
Adebayo, Odeniyi Olujinmi, and Saladin Quadri Adigun. "Impact Of Instructional Aids On Students’ Academic Performance In Physics In Secondary Schools In Federal Capital Territory (FCT) Abuja, Nigeria." European Scientific Journal, ESJ 14, no. 4 (February 28, 2018): 366. http://dx.doi.org/10.19044/esj.2018.v14n4p366.
Full textAbstract:
This research work investigated the extent of availability, application and impact of instructional aids on improving academic performance of physics students in Federal Capital Territory (FCT) secondary schools Abuja. The population of the study was limited to secondary schools in three Area councils of the FCT. The sampled schools used for the research had a total 3,150 students with teaching staff strength of 163. The study was carried out among the senior secondary SS2 and SS3 physics students and their teachers. Descriptive survey method was adopted for this study with 60 items on the questionnaire for students and 15 items for teachers. Six research questions were asked and analyzed using frequency counts and percentages. The data gathered were further analyzed and interpreted to arrive at findings which showed that the physics teachers in FCT secondary schools were using instructional aids, there was significant difference in academic performance of students taught with instructional aids; findings equally revealed that there were shortfalls in availability of some materials. Recommendations were suggested that government should formulate policy statement on availability, distribution, selection and maintenance of instructional aids in FCT secondary schools.
41
John, Kunga, Henry Embeywa, and Peter Koech. "The Effect of Inquiry-Based Science Teaching Approach on Self- Concept of Secondary School Physics Students in Kitui County, Kenya." African Journal of Education and Practice 7, no. 2 (March 29, 2021): 18–29. http://dx.doi.org/10.47604/ajep.1255.
Full textAbstract:
Purpose: The study sought to investigate the effect of Inquiry-Based Science Teaching Approach on learners’ self-concept of secondary school physics students in Kitui County, Kenya.
Methodology: The study adapted Quasi Experimental Research Design and in particular the Solomon’s Four Non-Equivalent Control Group Research Design. The target population of the study was 1600 form four Physics students from 40 Extra-County secondary schools in Kitui County. Stratified random sampling was used to select four Extra-County schools (2 Girls and 2 Boys). Purposive sampling was used to select 40 students from each of the four schools and a Physics teacher from each of the two sampled schools; giving a sample size of 160. A students’ questionnaire on self- concept was the research instrument. A reliability coefficient of 0.776 was obtained. Both descriptive and inferential data were analysed. The descriptive analysis was by means of frequencies, means, standard deviation and percentages. Inferential analysis was through Analysis of Variance, Chi-square and the Least Significant Difference (LSD) technique at a significance level of coefficient alpha α=0.05.
Findings: The results showed a statistically significant difference in self-concept between students taught using IBSTA and those taught by the conventional methods. The study established that out of the four indicators of self-concept, only role performance was not statistically significant. Consequently, the study concludes that IBSTA is effective in improving students’ self-concept.
Unique contribution to theory, practice and policy: The theories were validated in that there was knowledge was actively constructed and need to prepare a learner to have a self -concept after learning. The researcher recommended that creation of an enabling environment for IBSTA be adopted in schools, an appropriate policy should be developed for diploma colleges and universities to train their teacher trainees with an emphasis on IBSTA as part of their Physics training curriculum and KICD should introduce and develop a programme for the Induction and Mentorship of Physics Teachers on the implementation of IBSTA so as to empower them with inquiry skills.
42
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.
Full textAbstract:
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.
43
Nkwo, Nkwo Inyang, Margaret Ndidiamaka Anugwo, and J. O. Ugama. "Pedagogical pattern of running a course on secondary school students’ achievement in waves." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 336. http://dx.doi.org/10.11591/ijere.v10i1.20729.
Full textAbstract:
<span>This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.</span>
44
Papanthymou, Anastasia, and Maria Darra. "The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review." Journal of Education and Learning 8, no. 1 (December 31, 2018): 48. http://dx.doi.org/10.5539/jel.v8n1p48.
Full textAbstract:
The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.
45
Andasbayev, E., and M. Auyelbek. "ABOUT THE USE OF ELEMENTS OF EDUCATIONAL ROBOTICS IN SCHOOL (ON THE BASIS OF TEACHING PHYSICS)." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 286–89. http://dx.doi.org/10.51889/2020-1.1728-5496.52.
Full textAbstract:
This article deals with the actual problems of using elements of robotics in school on the example of teaching physics. It is conducted a review of the state of robotics teaching in school courses in other countries. The main attention is concentrated on the preparatory activities by the MES RK according to the State Educational Standards of secondary education of the discipline "Initial military preparation and technology" and to create an educational-methodical base.This article does not represent a specific learning model, a certain methodology or algorithm. The goal is to justify the need and expediency of going beyond additional education and using robotics in the study of various school disciplines, in particular physics. Attention is focused on the fact that previously robotics was a tool for the development of technical skills, now it is proposed to shift as a means of teaching related disciplines. This approach is considered necessary for improving the propaedeutic base for further technical education of the labor reserve.
46
Karalekas, Georgios, Stavros Vologiannidis, and John Kalomiros. "EUROPA: A Case Study for Teaching Sensors, Data Acquisition and Robotics via a ROS-Based Educational Robot." Sensors 20, no. 9 (April 27, 2020): 2469. http://dx.doi.org/10.3390/s20092469.
Full textAbstract:
Robots have become a popular educational tool in secondary education, introducing scientific, technological, engineering and mathematical concepts to students all around the globe. In this paper EUROPA, an extensible, open software and open hardware robotic platform is presented focusing on teaching physics, sensors, data acquisition and robotics. EUROPA’s software infrastructure is based οn Robot Operating System (ROS). It includes easy to use interfaces for robot control and interaction with users and thus can easily be incorporated in Science, Technology, Engineering and Mathematics (STEM) and robotics classes. EUROPA was designed taking into account current trends in educational robotics. An overview of widespread robotic platforms is presented, documenting several critical parameters of interest such as their architecture, sensors, actuators and controllers, their approximate cost, etc. Finally, an introductory STEM curriculum developed for EUROPA and applied in a class of high school students is presented.
47
Khan, Kifayat, Wajeeha Aurangzeb, and Tehsin Tahir. "Effectiveness of 5 Es Learning Cycle Model on Students Learning in Physics at Secondary School Level in Pakistan." Volume V Issue I V, no. I (March 30, 2020): 469–78. http://dx.doi.org/10.31703/gssr.2020(v-i).48.
Full textAbstract:
This study is designed to find the effectiveness of Learning Cycle Model (LCM) on students learning in physics at the secondary school level. To achieve this objective, null hypotheses were tested. All physics students of Haripur district Khyber Pukhtunkhwah Pakistan at secondary level were included as the population. Eighty (80) physics learners of grade 9th of Hazara Public School and College (HPSC) were chosen as sample of the study. True experimental research design was employed. The pupils were divided uniformly into experimental and control groups such that 40 students included in each group. Physics Academic Achievement Test (PAAT) of reliability coefficient 0.82 was utilized. Experimental and control groups were instructed through LCM and Traditional Teaching Method (TTM) for twelve (12) workweeks. Statistical outcomes showed that pupils instructed via LCM were found more effective learners in Physics than the pupils instructed via TTM.
48
Danday, Billy A. "Advancing Preservice Physics Teachers’ Critical Thinking through Active and Passive Microteaching Lesson Study." International Journal of Learning, Teaching and Educational Research 20, no. 3 (March 30, 2021): 205–28. http://dx.doi.org/10.26803/ijlter.20.3.13.
Full textAbstract:
A pretest-posttest comparison-group quasi-experimental study was endeavoured to unravel the effects of the two forms of Microteaching Lesson Study (MLS), the Active MLS and the Passive MLS, on the critical thinking of aspiring physics teachers. Eighteen Bachelor of Secondary Education specializing in Physical Science students participated in the six-week study. Data were gathered using the Critical Thinking Inventory in Physics and were analysed utilizing the Wilcoxon Signed Ranks Test, Mann-Whitney U Test, and descriptive statistics. Results revealed that both the Active and Passive MLS have positive effects on the overall critical thinking and on all of the critical thinking sub-skills of the preservice teachers. Results further showed that the Active MLS is significantly more effective than the Passive MLS in developing overall critical thinking and its sub-skills, specifically, inference and interpretation. The implementation of lessons by the Active MLS group in microteaching sessions indicated positive affordances on the development of critical thinking. Further studies involving a greater number of preservice teachers specializing in different fields of science are recommended. The integration of the MLS, especially the Active MLS, in the preservice teaching curricula is deemed a worthwhile engagement.
49
Tsihouridis, Charilaos, Dennis Vavougios, and George Ioannidis. "The Effect of Switching the Order of Experimental Teaching in the Study of Simple Gravity Pendulum – A Study with Junior High-school Learners." International Journal of Emerging Technologies in Learning (iJET) 12, no. 03 (March 27, 2017): 128. http://dx.doi.org/10.3991/ijet.v12i03.6492.
Full textAbstract:
The present study focuses on the educational value of lab work while teaching and learning Physics. Specifically, it investigates and compares the learning outcomes between three different experimental groups, in the study of the Simple Gravity Pendulum in the lower secondary school, using a sample of 61 students aged 14-15. The first group comprising 25 students practiced first on virtual and then on real lab, while the second group of 24, first on real and then on virtual lab (change of order in the tasks).An additional third group, involving 12 students, used sensors and data loggers during experimental practice. The educationally optimum order of use of such labs is investigated herein. The learners exploited the capabilities of the lab equipment, in that they themselves designed, constructed, and analysed the simple gravity pendulum. The focus in the teaching and learning of the pendulum was on examining subject relevance in the context of everyday applications, the independency of the period from the mass of the bob, or the amplitude, and the dependence of the period from the pendulum length, and the local acceleration of gravity. The research tools used were a stabilised questionnaire, with 16 closed-type questions and 7 questions asking for a justifying answer, in addition to a semi-structured interview. Data were taken and were appropriately analysed and compared, and conclusions are presented herein. The results confirmed that concerning some teaching objectives, learners’ understanding is positively affected by the order the real and the virtual labs are used in teaching. This result applies when addressing this age-group, and when teaching the simple gravity pendulum
50
Amo, Daniel, Paul Fox, David Fonseca, and César Poyatos. "Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors." Sensors 21, no. 1 (December 29, 2020): 153. http://dx.doi.org/10.3390/s21010153.
Full textAbstract:
Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.