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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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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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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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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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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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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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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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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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Sagitova, Zhanna, Zhazira Abdykhalykova, Kuanysh Temirov, Aizat Kunanbayeva, and Akbidash Abdirkenova. "Effectiveness of case study method in teacher preparation in Kazakhstan." Scientific Herald of Uzhhorod University Series Physics, no. 56 (April 9, 2024): 2124–32. http://dx.doi.org/10.54919/physics/56.2024.212vu4.
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Relevance. The research is relevant as it evaluates the effectiveness of the case study method in developing professional competencies of future teachers in Kazakhstan, where this approach is underutilized. It addresses a gap in the current teacher training system by comparing the case study method with traditional teaching approaches and providing evidence for its potential benefits. Purpose. The purpose of this article is to evaluate the efficacy of the case study method in nurturing the professional competencies of prospective teachers enrolled in the �Foreign Language: Two Foreign Languages� educational program. Additionally, the study seeks to compare the effectiveness of the case study method with conventional teaching methods and put the developed cases to the test. Methodology. The research relied on empirical methods to assess the participants� initial and final levels of professional competence. Results. In the course of the pedagogical experiment, the case study method was employed to introduce the revised �Educational Psychology� course content. The aim of the course is the theoretical and practical mastery of knowledge about the psychology of educational activity, the relationship between learning processes, teaching, training, and education, as well as the formation of scientific psychological thinking, professional knowledge, and skills of future specialists in the field of educational psychology. Conclusions. Using the case study method in teacher training enhances professional competencies and increases motivation for learning. Research shows significant improvement in competencies among those taught using this method compared to traditional education. Keywords: higher education; future teachers; professional competencies; interactive technology; practice-oriented focus
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Burko, Lior M. "Using the Case Study Method in Teaching College Physics." Physics Teacher 54, no. 7 (2016): 413–15. http://dx.doi.org/10.1119/1.4962777.
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Reid, Norman. "Interactive teaching units in physics." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 44–47. http://dx.doi.org/10.29311/ndtps.v0i1.403.
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The concept of the interactive teaching unit first emerged in the late 1970s (Reid,1978; Johnstone and Reid, 1979) arising from a major research project which wasseeking to explore the development of attitudes relating to the themes covered in the study of chemistry. From this project, a sound educational underpinning wasdeveloped (Johnstone and Reid, 1981).Much later, the use of interactive units has been extended to skills development, social issues awareness and the applications of science subjects in real-life situations (Reid, 1999; Clarkeburn et al., 2000; Lennon, et al., 2002). Sets of units were developed in chemistry and biology and, more recently, a range of four teaching units in physics was developed under LTSN funding.
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Tazhitova, Gulzhakhan, Nurilya Kassymbekova, Kamariyash Kalkeyeva, Ainagul Mukhtarkhanova, and Sholpan Oryngaliyeva. "Teaching with regard to regional cultures in Higher education institutions: the case of teaching English in Kazakhstan." Scientific Herald of Uzhhorod University Series Physics, no. 55 (February 4, 2024): 907–15. http://dx.doi.org/10.54919/physics/55.2024.90cr7.
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Relevance. The relevance of the study is motivated by the process of reforming the education system being closely tied to the challenges of fostering regional culture and ethnic identities in Kazakhstan. Purpose. The study is aimed at examining the issue of regional culture and its interaction with the education system in the Republic of Kazakhstan. Methodology. The leading methods of studying this problem are analysis, classification, induction, deduction, generalisation and comparison of scientific and philosophical approaches, which will help to consider the pedagogical potential of regional culture in teaching English in Kazakhstan. Results. The investigation reveals the principles and concepts of the use of elements of regional culture in higher educational institutions; studies the regional aspects as the foundations of pedagogical potential in the development of modern society; makes a detailed literature analysis and specifies the content, characteristics and features of the studied phenomenon; generalises qualities and assessments of the correlative interaction of regional culture with the social space of higher educational institutions; describes cultural paradigm in the realisation of the regional component in higher education; shows some aspects of professional training of teachers with regard to the implementation of regional elements; characterizes the importance of cultural and historical heritage of Kazakhstan and its influence on the language situation; diagnoses students' attitude towards using local materials in learning a foreign language; shows the prospects of developing the pedagogical potential of regional culture in education in Kazakhstan. Conclusions. The materials of the study are of the practical and theoretical value for the younger generation, students who will be able to pass the stage of self-identification, cultivate patriotic feelings and an understanding of the unity of the country's development. The information will also be of value to politicians, academics, cultural historians, literary figures and educationalists as they create effective textbooks and contribute to improving the English language learning process.
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Ren, Shanshan, Junzhong Wang, Shuang Wang, Yue Wang, and Aisuluu Moldobaeva. "A comparative study of the state and foreign language teaching system in China and Kyrgyzstan." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (2024): 1580–88. http://dx.doi.org/10.54919/physics/55.2024.158fe0.
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Relevance. Language teaching systems, both national and foreign languages, are constantly evolving, reflecting changes in society, scientific knowledge, and technological progress, playing a key role in a globalised society.Purpose. The study aims to analyse the key differences and similarities in the state and foreign language teaching systems in China and Kyrgyzstan.Methodology. To achieve the research objectives, the following methods were used: generalisation, survey, and comparative.Results. The research results determined that the state and foreign language teaching systems in China and Kyrgyzstan were formed under the influence of historical, cultural, and political factors. While China emphasises language unification at the national level considering local peculiarities, Kyrgyzstan balances between its national language and Russian, preserving the bilingual nature of the country. A comparative analysis of the language policies of two countries as different as China and Kyrgyzstan requires a thorough understanding of the historical, cultural, and political contexts of each country.Conclusions. Through the student survey conducted, it was found that more than half of the respondents believe that the state language teaching system in both China and Kyrgyzstan is rated as good compared to the foreign language system, where almost 50% of the total number of students are not sufficiently satisfied with its implementation. It was found that this tendency is related to the lack of practical tasks in the implementation of language cognition. The practical significance lies in the use of the results of the work by researchers who study aspects of the functioning and development of the learning system in Kyrgyzstan and China, as well as by specialists in the fields of philology and linguistics.
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Hu, Shanshan. "Study on Teaching Strategies in Secondary School Physics under the Perspective of Core Literacy." International Journal of Education and Humanities 12, no. 3 (2024): 139–42. http://dx.doi.org/10.54097/cfjhad29.
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Taking the perspective of core literacy as the starting point, this thesis discusses in depth the current problems in the teaching of secondary school physics subject and puts forward corresponding countermeasures. By analyzing the problems in teaching resources and conditions, students' interests, integration of core literacy, teachers' teaching level and assessment system, five countermeasures are targeted to optimize hardware facilities, update teaching materials, diversified teaching methods to stimulate interests, teachers' training and enhancement programs, and reform of the assessment system. Through the implementation of these countermeasures, it aims to promote the teaching of secondary school physics subject to better adapt to the needs of contemporary students and promote their comprehensive development.
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Siahaan, Meri Fuji. "Faith Learning Integration: A Case Study of Biology, Physics, Chemistry and Mathematics Lecturers’ Teaching Practices." Diligentia: Journal of Theology and Christian Education 3, no. 3 (2021): 239. http://dx.doi.org/10.19166/dil.v3i3.4102.
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<p class="abstracttextDILIGENTIA">Faculty members of a private Christian Teachers College in Tangerang have been assigned to integrate faith and learning. The purpose of this research was to describe Biology, Physics, Chemistry and Mathematics lecturers’ practices of faith learning integration on their teachings. Five lecturers including two lecturers teaching Physics, and the others each teaching Biology, Chemistry and Mathematics were involved in this research. Two student teachers contributed as well in the research. The data were derived from interview with five faculty members and collecting their course syllabus along with the interview with two student teachers. <a name="_Hlk80149555"></a>Descriptive qualitative research with a case study approach was employed. The data were described and analyzed in the light of the current literatures. The findings showed that those five faculty members have been implementing faith learning integration on their teaching with a pedagogy of transferring new information. This paper suggests faculty to go beyond faith learning integration and to focus on learning as formation of heart and desire.</p>
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Zhumabekova, Ramilya, Zhainagul Sydykova, Elmira Serik, and Aigul Baimakhanova. "Principles of teaching medical biophysics as a major subject." Scientific Herald of Uzhhorod University Series Physics, no. 55 (December 15, 2023): 577–85. http://dx.doi.org/10.54919/physics/55.2024.57pr7.
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Relevance. The relevance of the study is conditioned by the need to form clear principles of teaching medical biophysics to students, considering the main features of teaching biology and related disciplines in higher educational institutions of Kazakhstan at the moment. Purpose. The purpose of this study is to investigate the basic principles of teaching medical biophysics in profession-oriented areas in the system of higher educational institutions of the Republic of Kazakhstan, to identify similar teaching trends and form an assessment of the overall effectiveness of teaching this discipline in the system of educational institutions under consideration. Methodology. The basis of the methodological approach in this study is a combination of a systematic analysis of the methodological foundations of combining the principles of teaching biology and physics in a modern higher educational institution, with an analytical investigation of the main aspects of teaching medical biophysics as a major subject of a number of modern higher educational institutions. Results. The results obtained are a clear demonstration of the importance of the qualitative study of medical biophysics in higher educational institutions of Kazakhstan, to develop students' competencies necessary for their subsequent professional activities. Conclusions. The findings and the conclusions formulated on their basis are of significant importance for students of medical departments of universities of Kazakhstan studying medical biophysics as a principal subject of the general training programme, and representatives of the teaching staff of these educational institutions, who, by the nature of their professional activities, are faced with the need to search for and practical implementation of effective principles of teaching this subject within the requirements of the university curriculum.
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Oluwaseyi, Ojo Ezekiel. "Evaluation of Teachers Pedagogical Method of Teaching Physics and Its Effects on Academic Performance of Physics Students in Senior Secondary School in South West Nigeria." International Journal of Oceanography & Aquaculture 7, no. 4 (2023): 1–6. http://dx.doi.org/10.23880/ijoac-16000268.
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The study examines Teachers teaching method and its Effect on Academic performance of physics students in Senior Secondary Schools in South West Nigeria, with a view of improving effective teaching and learning of physics .This study is based on survey research design. The population comprised of all physics teachers in public secondary schools in Ekiti and Ondo States in South West Nigeria. The instrument used was Physics Programme Evaluation Questionnaire for Teachers (PAT) with a reliability coefficient r = (0.73) was obtained using Crumbach Alpha. One research hypothesis and one research question were posed to guide the study. Findings from this study revealed that majority of physics teachers in South West Nigeria often using recommended teaching method, and a significant relationship between teachers teaching method and academic performance of physics students. It is recommended that government should be given teachers symposium and regular work shop on the recommended teaching methods and provide teaching aids to facilitate effective teaching and learning of physics.
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Bada, Abiodun Adekunle, and Akinyemi Olufunminiyi Akinbobola. "Micro-Teaching and Teaching Practice: A Predictor of Physics Teacher Trainee’s Performance." Indonesian Journal of Science and Mathematics Education 5, no. 1 (2022): 65–76. http://dx.doi.org/10.24042/ijsme.v5i1.10411.
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Microteaching and teaching practice are important and compulsory twin course for any teacher trainee student in Nigeria before becoming a professional teacher. The former pave the way for the later and it is intended to prepare teacher trainee for the real teaching practice exercise. This study investigate whether microteaching successfully predict the performance of physics teacher trainees in teaching practice. This investigation is a quantitative research which adopt the ex post facto research design. It involved a cohort of 638 final year Bachelor of Science Education (Physics) students spanning four academic sessions (2015/2016- 2018/2019). The only research question and hypothesis raised were answered and tested using mean/standard deviation and t-test statistics respectively. The result reveal a moderate positive relationship between the performance of physics teacher trainees in microteaching and teaching practice. This study concludes that micro-teaching viably predicted student’s performance in teaching practice.
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Hidayati, Hidayati, Putri Dwi Sundari, Defrizal Saputra, Silvi Yulia Sari, and Nabilah Ikrimah Ayani. "Descriptions of Student Needs for Digital Physics Teaching Materials on Particle Dynamics: A Preliminary Study." Jurnal Penelitian Pendidikan IPA 9, no. 9 (2023): 7014–22. http://dx.doi.org/10.29303/jppipa.v9i9.4900.
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This research describes the initial study to develop e-modules based on student perceptions. This type of research is descriptive which was conducted in seven high schools in Padang based on school level with 667 students as respondents. Data were obtained using a questionnaire of student needs for teaching materials consisting of four indicators, namely student characteristics, implementation of physics learning, use of teaching materials in physics learning, and student needs for teaching materials. The results showed that as many as 67% of students experienced difficulties in physics subjects, supported by 53% of teachers who provided feedback at the end of each physics lesson and 45% of teaching materials used were less varied, in other words 80% of students needed other learning resources containing text, images and learning videos that were studied independently. The results of this study are expected to be the basis for the development of e-modules and efforts to improve the quality of physics learning in high school.
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Han, Yuan, and Li Zhaoyu. "A Study on Teaching History of Middle School Physics Based on “Blended” Teaching Instruction." Education Study 6, no. 3 (2024): 733–38. http://dx.doi.org/10.35534/es.0603097.
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Azar, Ali, and Özlem Aydın Şengüleç. "Computer-Assisted and Laboratory-Assisted Teaching Methods in Physics Teaching: The Effect on Student Physics Achievement and Attitude towards Physics." International Journal of Physics and Chemistry Education 3, SI (2011): 43–50. http://dx.doi.org/10.51724/ijpce.v3isi.121.
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Does the computer-assisted teaching method as effective as the laboratory-assisted teaching method on student physics achievement and attitude towards physics? To seek for answering this question is the aim of the present study. The computer-assisted teaching method of the study includes the programs of Crocodile Physics and Edison 4.0 in the subject of “simple electric circuits” on 9th grade level. By using the experimental pre-test/post-test, experimental-control group design, “Physics Achievement Test” and “Physics Laboratory Attitude Scale” administered two times as pre-test and post-test were used as the data collection tools and they were administered to 50 9th grade students. The data were then analyzed by using SPSS 16.0 statistical analysis program and statistics such as mean, Standard Deviation were calculated and independent t-test statistical techniques were used. According to the data analysis, there is a significant difference on students’ physics achievements in favor of the computer-assisted teaching method and also both for two different teaching methods there is a significant difference on students’ attitudes towards physics. Thus, it can be said that to develop students’ physics achievements and attitudes towards physics using the computer-assisted teaching method can be more effective than the laboratory-assisted teaching method.
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Zhekibayeva, Botakoz, Assemgul Kalimova, Zhanar Sarsekeyeva, Baglan Zhaparova, and Yerkin Ayagan. "Technology on increasing the preparedness of future teachers for integrated teaching in primary school." Scientific Herald of Uzhhorod University Series Physics, no. 56 (January 4, 2024): 412–20. http://dx.doi.org/10.54919/physics/56.2024.41qpu2.
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Relevance. The study addresses the critical need for effective technology to prepare future primary school teachers for integrated teaching, highlighting the importance of the author's TPSIL technology in enhancing students' readiness for this approach. Purpose. The purpose of this study is to determine the impact of TPSIL author�s technology on the readiness for integrated learning in primary school of students which are future teachers. Methodology. An experimental study was conducted to assess the initial level of preparedness of future teachers for integrated teaching in primary school. The researchers employed questionnaires and testing to determine the students' interest in the studied problem and assess their level of readiness for integrated teaching, aiming to provide insights into the effectiveness of the TPSIL technology in preparing future teachers for this approach. Results. The authors found that the level of preparedness of future teachers for integrated teaching in primary school is low for most of the respondents. The need for the introduction of TPSIL technology (the technology of preparing students for integrated teaching) was substantiated according to the results of the experiment. Conclusions. The study demonstrated the effectiveness of the authors' TPSIL technology in preparing future primary school teachers for integrated teaching by enhancing their knowledge and skills. However, the analysis revealed areas for improvement in the university educational process, which can be addressed through the implementation of the TPSIL technology and focused work by the university. Keywords: training of future teachers; integrated teaching; students; experiment; technology; primary school; pedagogy
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Temirbolat, Alua, Gulnaz Dautova, Baurzhan Imangaliev, Bolatkhan Sarbasov, and Sovetkhan Tleubaev. "Online teaching of artistic creativity: Methods, motivation and evaluation." Scientific Herald of Uzhhorod University Series Physics, no. 56 (April 18, 2024): 660–73. http://dx.doi.org/10.54919/physics/56.2024.66ifg0.
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Relevance. In light of the pandemic, distance learning has gained significant importance. There has been a pressing need to adapt all academic disciplines to an online mode of instruction. Purpose. This study aimed to identify the most effective strategies for providing online literature courses, taking into account the distinct demands of artistic expression which typically necessitates a more intimate, real-time exchange between teacher and learner. Methodology. The study utilized a mixed-method approach, incorporating analysis of teaching practices, comparative studies, student surveys, and experimental comparisons of traditional versus innovative online teaching techniques for literary disciplines during the pandemic. Results. The study analyzed teaching methods in the Faculty of Philology and conducted a survey with 300 students from the Kazakh National University, followed by an experiment comparing traditional and innovative online teaching strategies. The research illuminated those innovative methodologies like game learning, problem-based learning, case study method, brainstorming, multimedia technologies, l-search strategies, and programmed learning, when deployed in teaching literary disciplines online, outperformed traditional teaching methods. Students taught using these modern techniques showcased superior academic performance and a deeper assimilation of course materials. Conclusions. Distance education, as evidenced by this study, can be an avenue for the integration of advanced technological tools, encouraging students to explore novel ways of presenting their understanding in literary disciplines. Keywords: digital pedagogy; virtual classroom strategies; e-learning; technological integration; student engagement
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Nguyen, Ngoc Thi Lan, Hien Thi Thu Le, Nhi Thi Nguyen, and Tuan Minh Dang. "Using blended learning model in improving self-study competence in Physics subject of high school students." Vietnam Journal of Education 4, no. 1 (2020): 53–60. http://dx.doi.org/10.52296/vje.2020.8.
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The paper presents results from research on improving self-study competence of students in Blended Learning model in teaching Physics in high school. The research results are conducted through the design of E-learning system for Physics teaching, propose measures to improve the ability of self-studying Physics for general students according to the blended learning model. Experiment was carried out with 255 high school students in Quang Tri province. The article shows that the blended learning model is perfectly suitable for improving self-study competence for students, contributing to improving the quality of teaching Physics.
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Mirçik, Özden Karagöz, and Ahmet Zeki Saka. "Virtual laboratory applications in physics teaching." Canadian Journal of Physics 96, no. 7 (2018): 745–50. http://dx.doi.org/10.1139/cjp-2017-0748.
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Existence of a wide variety of virtual laboratories leads to dilemmas among practitioners in terms of selection of such programs and their adaptation to the subject matter in the pre-service and in-service teacher training processes. The aim of this study is to inform physics educators, teachers, and pre-service teachers of the virtual labs used in teaching physics nowadays, as well as the scope, design, and features of such software. They are used in teaching physics, particularly from primary education to the university level, are introduced and compared, their superior and weak aspects are highlighted, and target audiences, design characteristics, scopes and details, experiment analyses levels, levels of proximity to reality, and user friendliness are presented considering the data obtained from the literature review carried out based on the content analysis method. Thus, this study is intended to contribute to utilization of virtual physics labs by users with expected efficiency.
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Lin, Qiang-Wen, and Yu-Zhou Luo. "PHYSICS TEACHERS’ SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS." Journal of Baltic Science Education 22, no. 4 (2023): 668–81. http://dx.doi.org/10.33225/jbse/23.22.668.
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Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach. Keywords: physics teachers, self-efficacy, innovative teaching, comprehensive teaching approach, Latent Profile Analysis
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Tussupova, Gulden, Natalya Ustelimova, Aiman Aubakirova, Aigul Kassenova, and Aigul Kadyskyzy. "Methods of teaching foreign languages on the example of a higher educational institution." Scientific Herald of Uzhhorod University Series Physics, no. 56 (February 28, 2024): 907–15. http://dx.doi.org/10.54919/physics/56.2024.90pdu7.
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Relevance. The relevance of the declared subject of scientific research is determined by the growing need for learning foreign languages and the problems of finding an effective methodology for teaching foreign languages in modern higher educational institutions of Kazakhstan. Purpose. The purpose of this research paper is to study the main stages of learning in the study of a foreign language and the methodology of teaching foreign languages on the example of the L.N. Gumilyov Eurasian National University. Methodology. The basis of the methodological approach in this research paper is a qualitative combination of theoretical and diagnostic research methods. In particular, analysis, synthesis, interpretation, generalization and abstraction were used to determine theoretical approaches to explaining the methodology of teaching foreign languages, the comparative-historical method, the problem-comparative and structural method were used to characterize the main learning stages in the study of a foreign language, and diagnostic methods, including questionnaires, interviewing and testing, were used to study the methodology of teaching English. Results. The main results obtained in the framework of this scientific research should be considered the rationale for the methodology of teaching English at the L.N. Gumilyov Eurasian National University and highlighting the main learning stages in the study of English with the help of diagnostics, which was carried out on the basis of this educational institution. The results of this scientific research are of practical value for teachers of foreign languages, as well as for other researchers and methodologists. Conclusions. In conclusion, this study highlights the effectiveness of the methodology for teaching English at L.N. Gumilyov Eurasian National University, emphasizing the importance of diagnostic methods in identifying key learning stages. The findings offer practical value for foreign language educators and researchers, providing a framework for improving foreign language instruction in higher educational institutions in Kazakhstan. Keywords: information technologies; communicative competence; communicative culture; curricula; teaching specifics
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Diana, Nasri, Ibnu Khaldun, and Syahrun Nur. "Improving Students’ Performance by Using Science Process Skills in The High School’s Physics Curriculum Grade X in Indonesia." Jurnal Penelitian & Pengembangan Pendidikan Fisika 5, no. 1 (2019): 41–48. http://dx.doi.org/10.21009/1.05105.
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Teaching physic in high schools is very challenging, especially where the teachers understanding of the concept and teaching methods is still limited. It needs an effort to make the teaching more exciting experience for students. This study, therefore, aims to investigate the application of Science Process Skills (SPS) as the scientific skills that can be used to develop and increase science process skills and understanding of physics subject through laboratory activity. This study utilizes experimental design by involving students grade X from Senior High School (SMA) 1 Banda Aceh academic year 2018/2019 as a sample. It follows the competency standard of 2013 Indonesian Curriculum. This study found that there is a positive correlation between the content of the physics syllabus and the science process skills. This condition has contributed positively to the learning achievements of students. The result of pre-and post-test shows the result of post-test has improved after applying this approach. Hence it is recommended that science Process Skills can be promoted as a tool to improve the ability of students in understanding the science concept within the physic, as well as other science subjects.
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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 (2014): 59–74. http://dx.doi.org/10.14527/pegegog.2014.004.
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The aim of this study was to evaluate the opinions of students in learning physics and physics teachers in teaching physics during using augmented reality environments. In this study, focus group interview technique was used as a qualitative research technique. Semi-structured interview technique was used as a method of data collection. This study was executed with three physic teachers and 8 students of a secondary school at Trabzon in 2010-2011 school years. As a result, using augmented reality in teaching magnetism has benefits on behalf of the magnetic field by providing the visualization. In learning side, it helps the student for better understanding the events of the environment and make able to have more better realistic application. Through the obtained results, it is suggested that augmented reality should be used in other subjects of science which are difficult to comprehend.
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Almadrones, Rhandy DG, and Frederick G. Tadifa. "Physics Educational Technology (PHET) Simulations in Teaching General Physics 1." International Journal of Instruction 17, no. 3 (2024): 635–50. http://dx.doi.org/10.29333/iji.2024.17335a.
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As stipulated in the "K to 12 Program" of the Department of Education, Philippines, the traditional way of teaching and learning should be transformed into electronic learning where ICT skills and technologies are introduced to the 21st-century learners, as well as 21st-century teachers. This paper tried to determine if teaching by utilizing Physics Education Technology (PhET) Simulations can impinge on the mastery of the least learned competencies in General Physics 1. It specifically analyzed the Proficiency level and Performance level in demonstrative applications in Physics. The current study also proposed an enhanced lesson plan exemplar that can be adopted by STEM teachers in teaching Physics. The descriptive method of research was employed in the study. During the investigation, there were 49 Grade 12 STEM students participated. The study concludes that PhET Simulation-Integrated instruction can improve the students' proficiency level on the least mastered competencies in General Physics 1. It also strengthened the claim that PhET Simulations can be a virtual laboratory for assessing students' performance on demonstrative applications. Further, utilizing and integrating PhET Simulations in delivering physics lessons can promote positive and engrossing learning experiences among learners.
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Azmar, Azmar, and Lalu Usman Ali. "Development of A Prototype Book Based on The Study of The Al-Quran as Teaching Material For Physics." Jurnal Pendidikan Fisika 10, no. 3 (2022): 208–18. http://dx.doi.org/10.26618/jpf.v10i3.8331.
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Integration of the spiritual values and knowledge of students which are summarized into a learning outcome becomes the focus in the development of physics teaching materials based on Al-Qur'an studies with the main objectives: (1) to design a valid physics teaching materials based on Al-Qur'an studies at Madrasah Aliah, (2) to analyze the practicality of physics teaching materials based on Al-Qur'an studies at Madrasah Aliah, and (3) to analyze the effectiveness of physics teaching materials based on Al-Qur'an studies at Madrasah Aliah. The research design used was 4D Model (Definition, Design, Development and Deployment). The sample in its implementation was at MAN 3 Mataram. The technique analysis used were Validity Analysis, Practicality Analysis, and Effectiveness Analysis. The percentage of classical mastery of the students was 76.92% which was categorized as good. Thus, according to the theory put forward by J. Van Den Akker, that the teaching materials have been operationally effective to provide learning outcomes as expected. The results of these tests indicate that the development of teaching materials based on the study of the Qur'anic science is very effective in achieving students’ learning outcomes as a form of mastery in learning. In concusion, the overall teaching materials in the development of the prototype book as physics teaching materials based on al-qur'an studies for Madrasah Aliyah Students can support students’ learning achievement both in the cognitive aspects and more specifically in the knowledge and spiritual aspects.
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Kalinichenko, Yelena, Akmaral Satova, and Zhazira Stambekova. "Organizational and pedagogical conditions of profile training of students with special educational needs in the printing industry." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 9, 2024): 1261–72. http://dx.doi.org/10.54919/physics/56.2024.126wg1.
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Relevance. One of the main responsibilities of modern society is to educate students with special educational needs and integrate individuals with disabilities into the community. Purpose. The aim of this research is to study the peculiarities of organizational and pedagogical conditions of profile training of persons with special educational needs. Methodology. The study was conducted by means of a sociological survey. 265 respondents took part in the survey, including 198 teachers, 43 representatives of administration and 24 heads of educational institutions and their departments. During the survey, the respondents assessed their skills and abilities of teaching capabilities. Results. The results showed the need to improve teachers� ability to manage the teaching process, and to apply inclusive education strategies, the need to improve management skills and the use of equipment. Administrators and supervisors need to improve their skills in communicating with students in an inclusive classroom, understanding how to communicate their vision to teachers. Conclusions. The study of the possibilities of improving the conditions for teaching students with special educational needs, shows the need to form a space taking into account the needs of students, the creation of infrastructure, the selection, and use of appropriate technologies for teaching, quality training and continuous professional development of teaching staff. The practical significance of the study lies in the study of the level of readiness of teachers, administrators, and supervisors to implement studies for students with special educational needs in the polygraphic field in institutions of profile training. Keywords: inclusion; curricula; infrastructure; adaptability; teaching capabilities
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Savula, Andrii, Oksana Mylyk, Nataliya Skiba, Mykhailo Podoliak, and Khrystyna Dzyubynska. "Effective methods of teaching a foreign language in the modern educational environment." Scientific Herald of Uzhhorod University Series Physics, no. 55 (January 5, 2024): 2588–97. http://dx.doi.org/10.54919/physics/55.2024.258qy8.
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Relevance. In today�s world, global communication and international cooperation are becoming increasingly important, and therefore knowledge of a foreign language is a key factor in overcoming language barriers and effective communication between different cultures, which makes this study relevant.Purpose. The purpose of this study was to reveal and investigate current trends and strategies of teaching foreign languages aimed at maximising learning efficiency.Methodology. The study employed the methods of analysis, systematisation, and generalisation.Results. The study examined various aspects of effective methods of teaching foreign languages in the modern educational environment, such as Content and Language Integrated Learning (CLIL), immersion, content-based learning, suggestion therapy, the use of computer technology in teaching, flipped classroom, and methods of creating Mind Maps. It was found that these methods allow for effective foreign language teaching in the modern educational environment. This study also revealed the specific features of using innovative technologies, virtual reality, and their contribution to improving foreign language acquisition in the educational process, as the modern educational environment requires the use of the latest technologies to improve access to knowledge and individualise learning.Conclusions. As a result of this study, it was possible to investigate the psychological aspect of foreign language learning, focusing on the role of motivation and emotional state for the successful acquisition of language skills. The findings of this study can be used to create, develop, and improve curricula in the field of foreign language teaching.
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Puchkov, I. R. "Methods of teaching physics in DonNACEA." E-learning teXnology 5 (December 15, 2021): 34–38. http://dx.doi.org/10.31865/2709-840052021246276.
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The article considers various forms and methods of teaching physics at DonNACEA. in terms of a significant reduction in the time allotted for the study of physics. Possibilities of using some active methods and approaches for effective organization of the process of studying physics in engineering specialties are determined. Emphasis is placed on the importance of interdisciplinary links that contribute to the successful acquisition by students of special competencies that form the basis of professional competencies. The efficiency of using the credit-module system both during the current and during the final form of control of students' knowledge is shown.
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Baizak, Usen, and Bakhyt Baizakova. "Theoretical foundations of professionally oriented study of physics at school." Scientific Herald of Uzhhorod University Series Physics, no. 56 (November 25, 2023): 380–90. http://dx.doi.org/10.54919/physics/56.2024.38ryg0.
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Relevance. The modern study of physics is focused on changes in conceptual approaches to its functioning, goals, content, methods, and results. This study examines the effectiveness of a model for training future physics teachers to design lessons in the context of variable education approaches. Purpose. The purpose of the study is to evaluate changes in the design and modelling competence of future physics teachers after implementing an experimental training model. Methodology. A pedagogical experiment was conducted with control and experimental groups of future physics teachers. Their design and modelling competence were assessed before and after the experimental training using surveys, tests, quasi-professional tasks, and analysis of teaching practice reports. Results were analysed statistically using Pearson's chi-squared test and Student's t-test. Results. Three components were evaluated: motivational-axiological, cognitive-operational, and productive-creative. The experimental group showed significant increases in all components of design and modelling competence compared to the control group. Statistical analysis confirmed the differences were significant. The model improved the motivation, knowledge, skills and creative abilities related to lesson design and implementation. Conclusions. The experimental training model was effective in developing future physics teachers' competence in designing lessons for variable educational contexts. Keywords: teaching methods; pedagogical modelling; development of constructive skills; lesson model Baizak U, Baizakova B. Theoretical foundations of professionally oriented study of physics at school. Sci Herald Uzhhorod Univ Ser Phys. 2024;(56):380-390. DOI: 10.54919/physics/56.2024.38ryg0
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Uddin, Zaheer, Atteeq Razzak, Fayzan Ahmed, and Majid Iqbal. "Teaching physics using Microsoft Excel-II." Physics Education 58, no. 5 (2023): 055001. http://dx.doi.org/10.1088/1361-6552/acdbb1.
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Abstract Conventional teaching is rapidly changing, and online and simulated software are adding up in teaching. Simulations on spreadsheets have become popular due to their ubiquitous and easily understandable. In this paper, we demonstrate three physics topics: the motion of a charged particle in a uniform magnetic field, the motion of a projectile, and the simple harmonic motion of a simple pendulum. The third example is a demonstration of an experiment on a simple pendulum to find the time period of a simple pendulum and study the amplitude’s effect on it. Students can perform the whole experiment on the spreadsheet in real-time.
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Zhumasheva, Anara, Galina Demessinova, Saule Beisembayeva, Assel Mekezhanova, and Aliya Zhetpisbay. "Development of linguocultural competence in teaching a foreign language." Scientific Herald of Uzhhorod University Series Physics, no. 55 (January 31, 2024): 712–20. http://dx.doi.org/10.54919/physics/55.2024.71do2.
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Relevance. Teaching a foreign language is associated with the assimilation of a number of educational competencies, including linguoculturological, it performs a system-forming function in learning the basics of a foreign communicative culture by students. In this regard, the programmes/technologies of mastering a foreign language by students are focused on optimising practical activities, considering the resources of intercultural dialogue, and reducing the risks of communication barriers. However, in scientific practice, there is a pronounced shortage of systematic studies concerning the problem of the development of linguocultural competence among foreign language learners. These circumstances determine the relevance of studying the stated problem. Purpose. The purpose of the study is the theoretical analysis and systematisation of scientific and methodological data, the implementation of a linguocultural approach in teaching foreign languages. Methodology. For an in-depth study of the stated problem, general scientific logical methods and methods of cognition were used. In particular, the analysis and synthesis of the material under study, induction and deduction were used as methods of clarifying scientific conclusions and expanding ideas about the possibilities of a linguoculturological approach in teaching foreign languages. Results. The study presents scientific data on the application of the linguoculturological approach in teaching foreign languages, considering various aspects of its application within the framework of the personality-oriented vector of the development of students' communicative competencies. Conclusions. The obtained scientific data on the application of the linguoculturological approach in teaching foreign languages allow considerably optimising the assimilation of the methodological foundations of successful intercultural interaction, choosing the optimal ways of applying knowledge in a multicultural dialogue by students. Furthermore, the theoretical developments of this problem can be used in choosing the optimal strategies for increasing the professional motivation of students studying foreign languages.
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Nespital, Ulrike. "Efficacy Study for Co-Teaching in Practices in Rhetoric and Natural Sciences." Rhetoric and Communications, no. 58 (January 31, 2024): 9–32. http://dx.doi.org/10.55206/xtkk6295.
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Abstract: This study examines the effectiveness of the co-teaching practices for Scientific Presentations in the study programmes physics and material science at the Centre for Competence Development (ZfbK) at the Justus Liebig University Giessen. These practices focus on the link between subject-specific and speech science teaching content. The 40 students were required to investigate a current research topic in the field of physics or material science and then hold two presentations on this topic that had been recorded on video. In addition to the supervision provided by researchers from the natural sciences, the students participated in rhetorical training in which the focus was on the importance of self-perception and external perception when giving presentations. Each student received feedback on their speaking skills and the content they presented, as well as feedback on their video recordings. On the basis of questionnaires on speaking skills and a fear of speaking in public, as well as evaluations of the presentations completed by internal and external examiners (researchers from the natural sciences and speech scientists), it was possible to show in a pre- and post-comparison that students significantly improved their presentation skills (self-assessment: p = 0.01; external evaluation: p < 0.05). The results of the questionnaire of Speech anxiety was´nt significant (p = 0.07). Keywords: rhetoric, natural sciences, teaching practices, co-teaching, effectiveness. Rhetoric and Communications Journal, issue 58, January 2024
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Akhsutova, Assiyat, Muratbek Kasymaliev, Gumyrbek Toikenov, Sailaugul Avdarsol, and Zhasulan Orazbekov. "Methodical system of teaching students computer science: competence-based approach." Scientific Herald of Uzhhorod University Series Physics, no. 55 (February 28, 2024): 961–71. http://dx.doi.org/10.54919/physics/55.2024.96dp1.
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Relevance. This study investigates the relevant issue of training specialists with knowledge and ability to apply information technologies in professional activities. The relevance of this study is conditioned upon the national programmes and regulatory documents adopted in recent years in the field of education and the importance of being capable of using and studying computer science in modern times. Purpose. The purpose of this study lies in developing a methodological system for teaching students in a competency-based approach, which would maximise the impact on the quality of education and the level of proficiency in computer science. Methodology. The following general scientific methods were used in this study: logical-historical, pedagogical observation, analysis, synthesis, systematisation and generalisation, methods of mathematical statistics, as well as the Help&Manual programme. The use of the created methodological system was carried out involving students of Nasirdin Isanov Kyrgyz State University of Construction, Transport and Architecture, Kazakh University of Transport Communications, Almaty University of Power Engineering and Telecommunications named after Gumarbek Daukeyev in 2018-2019. Results. The result of this study is the motivation-target, content, activity-based, and evaluative-reflexive components of the methodological system highlighted by the authors, each of which is characterised quite succinctly and accessibly. The authors of this study covered the role of the course of computer science in the development of students’ skills in using the possibilities of information technology in the professional sphere, the development of instrumental competencies. Conclusions. During the study, a model of the methodological system of teaching students was created, which was based on factors, conditions, principles, and criteria of methodology, competencies, and the level of their development, forms and methods of teaching. The results obtained can be used in the methodological work of university teachers and in advanced training courses for schoolteachers.
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Meyer, Josephine C., Steven James Pollock, Bethany R. Wilcox, and Gina Passante. "How Media Hype Affects Our Physics Teaching: A Case Study on Quantum Computing." Physics Teacher 61, no. 5 (2023): 339. http://dx.doi.org/10.1119/5.0117671.
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Popular media is an unspoken yet ever-present element of the physics landscape and a tool we can use in our teaching. It is also well understood that students enter the physics classroom with a host of conceptions learned from the world at large. It stands to reason, then, to suspect that media coverage may be a major contributing factor to students’ views on physical phenomena and the nature of science—one whose influence will only grow amid the 21st-century digital age. Yet the role of the media in shaping physics teaching and learning has remained largely unexplored in the physics education research (PER) literature so far.
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A. A. Kissabekova, S. R. Massakbayeva, and R. A. Zhunussova. "FEATURES OF TEACHING THE DISCIPLINE «INFORMATION TECHNOLOGIES IN TEACHING PHYSICS» AT THE PEDAGOGICAL UNIVERSITY." Bulletin of Toraighyrov University. Pedagogics series, no. 4.2021 (December 29, 2021): 25–35. http://dx.doi.org/10.48081/iqbm5764.
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"The use of information technology in teaching physics is especially relevant at the present time. This article describes the experience of teaching the discipline «Information technologies in teaching physics» for students-future physics teachers at a pedagogical university. The article discusses the features and problems of teaching this discipline in a pedagogical university, describes the effective methods and technologies used in the study of the discipline, ways of enhancing the cognitive activity of students taught by means of information technology. The difficulties and problems arising when using a computer in education are also described, methods for analyzing electronic educational resources are described. The use of electronic educational resources allows to provide positive motivation for learning, improve knowledge control, provide access to various reference systems, electronic libraries and other information resources. While studying the discipline «Information technologies in teaching physics», future physics teachers get acquainted with information technologies, network Internet resources and the possibilities of their use in physics lessons at school. The use of information technology in teaching physics at school increases the motivation of students to learn, and also contributes to an increase in the information culture of students. "
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Sengul, Ozden. "Learning to Become a Physics Teacher: A Case Study of Experienced Teachers." Education Sciences 14, no. 2 (2024): 195. http://dx.doi.org/10.3390/educsci14020195.
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This paper focuses on Wegner’s concept of learning to examine how experienced physics teachers conceptualize and explain their professional identity. Participants were four female physics teachers with more than 15 years of teaching experience. These four teachers were selected as illustrative and contrastive cases for the purpose of the study. The data collection included semi-structured interviews and field notes from classroom observations in each participant’s classroom. Interview and classroom observation data were analyzed through the constant-comparative method. The results showed that these teachers had positive and negative experiences in different types of schools; and higher-achieving students motivated these teachers to solve different types of problems. Although teachers believed that science should be taught through experiments or inquiry-based instruction, they did not have any opportunity to teach in a laboratory. Their role was confined to teaching in a classroom to solve problems. They defined their concept of learning to become a physics teacher with metaphors that focused on the cognitive demands of teaching and the learning process. Further research on teacher education should support teacher development through addressing social and epistemic demands of teaching and learning.
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Nyirahabimana, Pascasie, Evariste Minani, Mathias Nduwingoma, and Imelda Kemeza. "Prime indicators of current teaching methodologies and students’ perceptions in quantum physics." International Journal of Evaluation and Research in Education (IJERE) 11, no. 3 (2022): 1134. http://dx.doi.org/10.11591/ijere.v11i3.22078.
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<span lang="EN-US">With the growing revolution in the education system, imparting quality education has become a priority for instructors and students in any educational institution. The challenge grows high when it comes to teaching advanced subjects like quantum physics. The present study considered the case study of the University of Rwanda College of Education. It investigated the impact of current teaching methodologies and teaching staff and students’ perceptions in quantum physics for a quality knowledge delivery system. It employed a quantitative method of data collection. About 300 students and ten lecturers participated in this study. Data obtained from this study were analyzed using descriptive quantitative analysis. Students suggested that multimedia tools in teaching and learning quantum physics can improve the understanding of concepts and help solve complex mathematical problems in quantum physics. Likewise, the teaching staff finds quantum physics more comprehensive and effective when appropriate multimedia tools are used. The investigation outcome is meant multimedia utilization can improve quantum physics’ teaching and learning experience at Rwanda high educational institutions.</span>
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Reyes-Roncancio, Jaime Duvan, Gloria Patricia Romero-Osma, and Edier Hernan Bustos-Velazco. "Teaching physics through contextualized concept cartoons." Revista científica 3, no. 36 (2019): 381–95. http://dx.doi.org/10.14483/23448350.15156.
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This document present the results of a research in the use of Cartoon in teaching of physics. The methodology of mixed approach, involved at first the design and use of Concept Contextualized Cartoons, as well their validation and implementation among groups of high school students. Secondly, a motivational scale regarding the use of cartoons and the teaching of physics was adapted and applied. The results describe the characteristics of the questions formulated by the students when interacting with the cartoon, specifically in relations the scientific knowledge associated to three phenomena of study: Atmospheric Electric discharges – Thunderbolt, Electric Current and Polarization. Furthermore, the cartoons didactic potential was identified in relation to the categories of the motivational scale, which highlights significant motivational levels associated with the relationship with life and the importance of the physics class.
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Kristiyanto, W. H. "Teaching Physics in Scientific Information Disclosure Era Through Daily Physics Learning." Journal of Physics: Conference Series 2392, no. 1 (2022): 012028. http://dx.doi.org/10.1088/1742-6596/2392/1/012028.
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Abstract Daily physics is the study of physics that raises problems and applications in everyday human life. This study aims to describe the structure of physics learning in everyday life that supports physics learning in the era of scientific information disclosure and its implementation. This qualitative descriptive research was conducted by examining the structure of everyday physics learning and observing the responses of research subjects with physics and social backgrounds who participated in the daily physics lessons. The results of this study indicate that the structure of learning physics in everyday life is designed to be followed by all participants from both exact and non-exact groups as part of the Whole Person Education program. Subjects with a background in Physics explain daily physics learning followed by discussions based on popular events in everyday life that are studied from the physics side easily and strengthen the understanding of physics concepts that they already have. Subjects with social backgrounds explain daily physics learning, followed by presenting examples that occur in everyday life, such as birthday balloons that can be attached to walls and others. These examples can be easily accepted and understood by all participants. However, participants with social backgrounds find it quite difficult when the discussion enters the discussion of abstractions such as equations and formulas. This research concludes that the structure of everyday physics is very supportive of learning physics for many people in the era of scientific information disclosure.
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Shekarbaghani, Ashrafoalsadat. "Comparative Study of Physics Curriculum in Iran with Several Other Countries." International Education Studies 9, no. 8 (2016): 112. http://dx.doi.org/10.5539/ies.v9n8p112.
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<p class="apa">This article is a qualitative study, which was done in 2013-2014. In this study using a comparative study was conducted to compare physics curriculum elements of Iran with the countries studied. Countries studied: Singapore, Turkey, India, England and Australia have diverse educational system. In this study, the structure of the educational system, the physics curriculum, teaching methods, students' achievement evaluation methods were studied and compared. The aim of the research was to identify the Features of the physics curriculum in Iran. In some cases, similarities and differences were observed. From the major problems in the physics curriculum of Iran is many number of books is more than in other countries. And time teaching physics Iranian schools is less than in other countries, While the content of physics books of Iranian schools from all countries studied is further and to do physics experiments in Iranian schools are of less importance. Iran evaluation system is the traditional way and held for final evaluation. The results can help to educational planners and authors of physics textbooks for perform more accurate and more comprehensive correction to the physics curriculum.</p>
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Abisheva, Mariyam, Nina Stukalenko, Zhadyra Yermekova, Aisulu Shayakhmetova, and Gulsara Zhussupbekova. "Practical aspects of the use of new teaching methods at the university for the development of professional competency of future mathematics teachers." Scientific Herald of Uzhhorod University Series Physics, no. 56 (February 6, 2024): 1986–96. http://dx.doi.org/10.54919/physics/56.2024.198dj6.
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Relevance. The study's relevance is based on significant changes in the higher education system. The Ministry of Education now requires clear outcomes and organisation of the educational process. Transitioning to innovative methods reflects the goals of educational reform, making the selection of teaching methods for future mathematics teachers crucial. Purpose. The paper aims to substantiate the practical aspects of using modern forms and methods of teaching students due to introducing new educational standards based on a competency-based approach. Methodology. The leading methods of studying this problem include analysis and synthesis, classification, deduction, generalisation, and comparison of approaches. These methods help identify and highlight the main innovative teaching technologies and their use in universities. Results. The study analyses and clarifies interactive and innovative teaching methods, highlighting their advantages over conventional methods. It develops a teaching technique to enhance critical thinking and professional competency and presents findings on teachers' perspectives and student-teacher attitudes towards new methods. Conclusions. The study concludes that interactive and innovative teaching methods significantly improve the quality and efficiency of education for future mathematics teachers. These methods foster critical thinking, enhance professional competencies, and create a more engaging learning environment. The transition to these methods is beneficial and necessary for meeting modern educational standards and demands. Keywords: mathematics teacher; higher education; innovative methods; competency-based approach
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Jadrayeva, L., and D. Kuatbayeva. "TEACHING SCHOOL PHYSICS AT STEM EDUCATION." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (2020): 194–98. http://dx.doi.org/10.51889/2020-1.1728-7901.33.
Full textAbstract:
This article reveals the problem of the formation of a modern style of thinking, a logical culture among students in STEM education. The modern educational system is aimed at orienting the student to incentives and assessments received from the outside, from society. In the conditions of rapidly developing information technology, it became possible to more clearly demonstrate many “real experiments” in real time using the knowledge gained in the lessons. In particular, we analyzed the effectiveness of using the STEM condition in physics lessons. We examined the benefits of STEM technology. A study of two identical lessons was carried out in which we prove that the new approach improves the interest and cognition of students. The use of STEM technologies in physics classes shows an improvement in the quality of education, as well as attracting students to the world of science.