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Journal articles on the topic 'Secondary Physics'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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1

White, Susan C. "Post-secondary physics enrollments." Physics Teacher 52, no. 2 (February 2014): 116. http://dx.doi.org/10.1119/1.4862121.

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2

Ried, David D. "Applications in secondary school physics." Physics Teacher 27, no. 5 (May 1989): 414. http://dx.doi.org/10.1119/1.2342818.

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3

Bowen, David, and Patrick Kenealy. "Good secondary‐school physics programs." Physics Teacher 23, no. 6 (September 1985): 344–47. http://dx.doi.org/10.1119/1.2341839.

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4

Kolář, Petr. "GeoGebra for Secondary School Physics." Journal of Physics: Conference Series 1223 (May 2019): 012008. http://dx.doi.org/10.1088/1742-6596/1223/1/012008.

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5

Bako, Aliyu. "Teaching Conceptions of Inquiry-based Learning among Nigerian Secondary School Physics Teachers." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5475–82. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020254.

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6

Dr. Biswajit Sen, Dr Biswajit Sen, Dr Nityagopal Mondal, and Dr Birbal Saha. "A Comparative Study of Poor Achievement in Physics At The Higher Secondary Level with Respect to Secondary Level in Birbhum District." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 66–67. http://dx.doi.org/10.15373/22778179/apr2013/26.

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7

Bardeen, Marjorie G., K. Erik Johansson, and M. Jean Young. "Particle Physics Outreach to Secondary Education." Annual Review of Nuclear and Particle Science 61, no. 1 (November 23, 2011): 149–70. http://dx.doi.org/10.1146/annurev-nucl-102010-130421.

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8

Barmby, Patrick, and Neil Defty. "Secondary school pupils’ perceptions of physics." Research in Science & Technological Education 24, no. 2 (August 19, 2006): 199–215. http://dx.doi.org/10.1080/02635140600811585.

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9

Stein, Frederick M. "Re-preparing the secondary physics teacher." Physics Education 36, no. 1 (December 22, 2000): 52–57. http://dx.doi.org/10.1088/0031-9120/36/1/309.

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10

Adebisi, Thomas Ajibade. "Psychological Variables among Physics Students in Senior Secondary Schools in Osun State, Nigeria." Universal Academic Research Journal 4, no. 1 (January 1, 2022): 40–48. http://dx.doi.org/10.17220/tuara.2022.01.05.

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11

Tazitabong, Awandia Joseph. "Physics Teacher Mastery of Subject Matter and Students Attitudes Towards Physics in Secondary Schools in South West Region of Cameroon." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (December 31, 2018): 1061–72. http://dx.doi.org/10.31142/ijtsrd20206.

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12

Petrova, Hristina. "USЕ OF ЕDUCATIONAL PHOTOGRAPHS IN TEACHING PHYSICS IN SECONDARY SCHOOL." Education and Technologies Journal 11, no. 1 (August 1, 2020): 204–8. http://dx.doi.org/10.26883/2010.201.2274.

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Physical objects, phenomena, laws and theories are studied in high school physics. They can be presented through various visual aids such as experiments, diagrams, graphics, photographs, videos and more. Our focus is on educational photographs as a means of visualizing physical objects and phenomena. Educational photographs’ merits are presented. They can be used in all types of physics lessons. For example, lessons for new knowledge or solving problems, laboratory or seminar lesson. Important didactic functions that they perform are considered such as illustrating of physical objects, technical application of studied laws and phenomena, solving problems during the lesson or for independent work and creating problematic situations. The emphasis is on the so-called photo tasks, which solution can be realized with the help of an interactive whiteboard. The use of digital photography in physical educational experiment is also considered. A model of the activity of the teacher and the students in conducting physics laboratory work is proposed. A methodology for using digital photography in physics demonstration experiment is presented.
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13

Dehqonova, Oxista Qosimjonovna. "CONNECTIVITY EVALUATION OF PH TION OF PHYSICS AND M SICS AND MATHEMATICS IN SECONDARY SCHOOLS." Scientific Reports of Bukhara State University 4, no. 3 (June 26, 2020): 307–11. http://dx.doi.org/10.52297/2181-1466/2020/4/3/1.

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In secondary schools for the study, analysis of physical phenomena and laws, we widely use mathematical concepts. From a historical point of view, as we know, mathematics played an important role in the development of physics. This paper analyzes the relationship between the subjects of physics and mathematics in schoolwork.
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14

Péter, Péter Fejes Tóth, Vankó Péter, and Borovcnik Manfred. "Interdisciplinary Secondary-School Workshop: Physics and Statistics." Teaching Mathematics and Computer Science 17, no. 2 (March 24, 2020): 179–94. http://dx.doi.org/10.5485/tmcs.2019.0464.

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15

Finkenberg, F., and T. Trefzger. "Flipped classroom in secondary school physics education." Journal of Physics: Conference Series 1286 (August 2019): 012015. http://dx.doi.org/10.1088/1742-6596/1286/1/012015.

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16

Egerton, RF, D. Su, J. Wall, and Y. Zhu. "Physics of Atomic-Scale Secondary-Electron Imaging." Microscopy and Microanalysis 16, S2 (July 2010): 620–21. http://dx.doi.org/10.1017/s143192761005525x.

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17

Tolmie, Andrew, and Christine Howe. "Gender and Dialogue in Secondary School Physics." Gender and Education 5, no. 2 (January 1993): 191–204. http://dx.doi.org/10.1080/0954025930050206.

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18

Vervier, J. "Physics and techniques of secondary nuclear beams." Nuclear Physics News 2, no. 2 (January 1992): 6–7. http://dx.doi.org/10.1080/10506899208260794.

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19

Pell, Anthony W. "Enjoyment and Attainment in Secondary School Physics." British Educational Research Journal 11, no. 2 (January 1985): 123–32. http://dx.doi.org/10.1080/0141192850110205.

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20

Nielsen, H., and P. V. Thomsen. "Physics in upper secondary schools in Denmark." European Journal of Science Education 7, no. 1 (January 1985): 95–106. http://dx.doi.org/10.1080/0140528850070110.

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21

Nielsen, H., and P. V. Thomsen. "Physics in upper secondary schools in Denmark‡‡." European Journal of Science Education 8, no. 3 (July 1986): 315–24. http://dx.doi.org/10.1080/0140528860080308.

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22

Nielsen, H., and P. V. Thomsen. "Physics in upper secondary schools in Denmark." International Journal of Science Education 10, no. 2 (April 1988): 189–202. http://dx.doi.org/10.1080/0950069880100207.

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23

Okpala, Promise, and Charles Onocha. "Difficult physics topics in Nigerian secondary schools." Physics Education 23, no. 3 (May 1, 1988): 168–72. http://dx.doi.org/10.1088/0031-9120/23/3/307.

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24

Michelini, Marisa, Renzo Ragazzon, Lorenzo Santi, and Alberto Stefanel. "Proposal for quantum physics in secondary school." Physics Education 35, no. 6 (November 2000): 406–10. http://dx.doi.org/10.1088/0031-9120/35/6/305.

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25

Williams, Christopher, Martin Stanisstreet, Katie Spall, Eddie Boyes, and Dominic Dickson. "Why aren't secondary students interested in physics?" Physics Education 38, no. 4 (June 30, 2003): 324–29. http://dx.doi.org/10.1088/0031-9120/38/4/306.

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26

Feder, Toni. "Secondary, Undergraduate Physics in Crisis in UK." Physics Today 54, no. 11 (November 2001): 28–30. http://dx.doi.org/10.1063/1.1428432.

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27

Bako, Aliyu. "Investigating Secondary School Physics Teacher’s Competency in Using Inquiry-based Learning in Kebbi State, Nigeria." Journal of Advanced Research in Dynamical and Control Systems 12, no. 3 (March 20, 2020): 435–40. http://dx.doi.org/10.5373/jardcs/v12i3/20201211.

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28

Petrova, Hristina. "MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL." Education and Technologies Journal 11, no. 1 (August 1, 2020): 199–203. http://dx.doi.org/10.26883/2010.201.2270.

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A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.
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29

Babenko, Oksana. "ORGANIZATION OF SECONDARY SCHOOLCHILDREN’S RESEARCH ACTIVITIES IN PHYSICS." Bulletin of the Moscow State Regional University (Pedagogics), no. 2 (2017): 102–8. http://dx.doi.org/10.18384/2310-7219-2017-2-102-108.

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30

Olesko, Kathryn M. "Physics Instruction in Prussian Secondary Schools before 1859." Osiris 5 (January 1989): 94–120. http://dx.doi.org/10.1086/368684.

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31

Renner, John W., Michael R. Abraham, and Howard H. Birnie. "Secondary school students' beliefs about the physics laboratory." Science Education 69, no. 5 (October 1985): 649–63. http://dx.doi.org/10.1002/sce.3730690507.

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32

Velentzas, Athanasios, and Krystallia Halkia. "Scientific explanations in Greek upper secondary physics textbooks." International Journal of Science Education 40, no. 1 (November 14, 2017): 90–108. http://dx.doi.org/10.1080/09500693.2017.1401251.

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33

Stokking, Karel M. "Predicting the choice of physics in secondary education." International Journal of Science Education 22, no. 12 (December 2000): 1261–83. http://dx.doi.org/10.1080/095006900750036253.

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34

Peterson, K. M. "An overview of secondary physics education in Australia." Physics Education 26, no. 2 (March 1991): 88–92. http://dx.doi.org/10.1088/0031-9120/26/2/001.

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35

Li, Guangzhou. "National physics syllabi of secondary schools in China." Physics Education 32, no. 5 (September 1997): 361–65. http://dx.doi.org/10.1088/0031-9120/32/5/021.

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36

Kohl, Patrick B., and H. Vincent Kuo. "Chronicling a successful secondary implementation of Studio Physics." American Journal of Physics 80, no. 9 (September 2012): 832–39. http://dx.doi.org/10.1119/1.4712305.

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37

Woolnough, J. A., and R. S. Cameron. "Girls, boys and conceptual physics: An evaluation of a senior secondary physics course." Research in Science Education 21, no. 1 (December 1991): 337–44. http://dx.doi.org/10.1007/bf02360489.

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38

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

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The shortage of well-qualified Science teachers is discussed, and possible contributing factors are mentioned. The need for an education-oriented university education in Physics and Chemistry, parallel to the existing courses in Physics and Chemistry, is justified. At the University of Zululand a subject called “Physical Science” (“Natuurwetenskap”) was established, bearing in mind the specific requirements of a teaching career in Physical Science at secondary level. “Physical Science” is offered at second and third year level and the syllabus covers equal amounts of Chemistry and Physics. A less formal-mathematical and more descriptive approach is followed, and as wide a field as possible is covered which includes new developments in the physical sciences. We believe that this new course will enhance the training of well-prepared teachers of Physical Science for secondary schools, where a severe shortage prevails. Special reference is made here to the situation in Black schools.
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39

Prutko, A. S., A. S. Kudussov, E. K. Mussenova, and Zh T. Kambarova. "Development of the electronic physics textbook for students of secondary school." Bulletin of the Karaganda University. "Physics" Series 100, no. 4 (December 30, 2020): 87–94. http://dx.doi.org/10.31489/2020ph4/87-94.

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The work the results of using the developed electronic textbook on physics for organizing the independent work of secondary school students is analyzed. The possibilities of an electronic textbook are shown, the advantages of using the textbook in the learning process are noted. For the development of the electronic textbook, the C# programming language was used in the Microsoft Visual Studio software environment. The main idea of developing an electronic textbook is the relationship between theoretical teaching and practical skills. The electronic textbook provides two modes of operation: training mode and control mode, thus the electronic textbook contains a block of theoretical material and a module for interactive testing of students' knowledge. The theoretical material of the textbook has been developed in accordance with the standard curriculum for the subject “Physics”. The interactive testing module includes standard physical problems of different degrees of complexity, as well as practice-oriented problems on physics. A set of practice-oriented problems has been developed, the use of which in the process of teaching physics will allow to ensure the formation of students' theoretical knowledge and practical skills, to prepare students for practical activities.The main advantage of an electronic textbook is interactivity. The novelty of the development of an electronic textbook is implementation in accordance with a new approach aimed at shaping students' knowledge about the practical applications of physics and developing their practical skills.
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40

Juskaite, Loreta, Aleksandrs Ipatovs, and Atis Kapenieks. "Mobile technologies in physics education in Latvian secondary schools." Periodicals of Engineering and Natural Sciences (PEN) 7, no. 1 (April 23, 2019): 187. http://dx.doi.org/10.21533/pen.v7i1.361.

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41

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.

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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.
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42

Dumbrill, Derek, and Graham Birley. "Secondary school pupils' understanding of some key physics concepts." Research in Education 37, no. 1 (May 1987): 47–59. http://dx.doi.org/10.1177/003452378703700105.

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43

Kettle, Maria. "How videos are used in secondary school physics teaching." Physics Education 55, no. 3 (March 2, 2020): 035014. http://dx.doi.org/10.1088/1361-6552/ab7084.

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44

Do, C. B., D. A. Woods, and S. Batzoglou. "CONTRAfold: RNA secondary structure prediction without physics-based models." Bioinformatics 22, no. 14 (July 15, 2006): e90-e98. http://dx.doi.org/10.1093/bioinformatics/btl246.

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45

Arun Kumar, R., and G. Rajesh. "Physics of vacuum generation in zero-secondary flow ejectors." Physics of Fluids 30, no. 6 (June 2018): 066102. http://dx.doi.org/10.1063/1.5030073.

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46

Lijnse, Piet, and Herman Hooymayers. "Past and present issues in Dutch secondary physics education." Physics Education 23, no. 3 (May 1, 1988): 173–79. http://dx.doi.org/10.1088/0031-9120/23/3/308.

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47

Angell, Carl, Per Morten Kind, Ellen K. Henriksen, and Øystein Guttersrud. "An empirical-mathematical modelling approach to upper secondary physics." Physics Education 43, no. 3 (April 15, 2008): 256–64. http://dx.doi.org/10.1088/0031-9120/43/3/001.

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48

Králiková, Petra, and Aba Teleki. "THE CONCEPTUAL STRUCTURE OF PHYSICS TEXTBOOKS FOR SECONDARY SCHOOLS." CBU International Conference Proceedings 4 (September 18, 2016): 563–68. http://dx.doi.org/10.12955/cbup.v4.814.

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Textbooks are an essential part of the learning process, therefore they need to be written in a way that is easy to understand. In real life, we often come across complex systems with scale invariant (power law) distributions, which display a surprising degree of tolerance against errors, i.e. degree of robustness. We are confident that knowledge organized in this manner is better for usage in textbooks and promotes easier learning as content would be more intelligible. Initially, we talk about the evolution of some networks, and then we deal with the differences between Poisson and scale invariant distribution in real networks. In conclusion, we are looking for connection between scale invariant distribution and Zipf’s law.
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49

Bower, M. W., and N. F. Ellerton. "Language genre transitions in a secondary school physics classroom." International Journal of Mathematical Education in Science and Technology 38, no. 3 (April 15, 2007): 335–51. http://dx.doi.org/10.1080/00207390601116078.

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50

Finegold, Menahem, and Dennis Raphael. "Physics in canadian secondary schools: Intentions, perceptions, and achievement." Journal of Research in Science Teaching 25, no. 4 (April 1988): 293–315. http://dx.doi.org/10.1002/tea.3660250404.

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