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Dissertations / Theses on the topic 'Teaching physics'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Kgwadi, Ntate Daniel. "Inexpensive conceptual experiments/demonstrations for physics teaching." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.

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Current research on cognitive learning is applied to the designing of several experiments for use in high school physical science and physics classes. The goal of the project was to use simple inexpensive materials to construct experiments and demonstrations that illustrate physics concepts and can easily be modeled using simple mathematics.Saline solutions are used to show simple examples of refraction and effects of a solution of varying density. The refractive index of two liquids is measured. The continuous refraction of a stratified fluid is demonstrated. Fluid flow is investigated. This

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2

Findlay, Morag Joan. "From teaching physics to teaching children : the role of Craft Pedagogy." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12404.

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3

Cahyadi, Maria Veronica. "Improving Teaching and Learning in Introductory Physics." Thesis, University of Canterbury. Physics and Astronomy, 2007. http://hdl.handle.net/10092/1437.

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This thesis describes three studies designed to help students learn physics better and instructors teach physics more effectively in local circumstances. The first study investigated the effects of teaching approaches consisting of interactive engagement activities in two institutions. The teaching elements in the experimental classes were reading quizzes, interactive lecture demonstrations and student discussions. The control classes were taught in traditional style dominated by an instructor lecturing on concepts and problem solving examples. The cognitive improvement was measured by a s

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4

Montgomery, Sean J. (Sean Joseph) 1979. "Competitive physics : teaching fundamental principles through design." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/89928.

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5

Jain, Nibha. "Exploring interactive tangrams for teaching basic school physics." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34755.

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This Thesis explores the application of Tangible User Interfaces to Education. For this, a research study was conducted by building and testing an interactive game called Tangram Bridge. This Tangram based game was designed to teach players about basic physics principles such as balance, friction and motion on inclined planes. The focus of this Tangram Bridge is middle school physics, and therefore concerns children aged 11 years and up, their instructors and care givers. This research also lays a lot of emphasis on constructive play amongst children. Tangram Bridge is a versatile platform

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6

羅勤忠 and Kan-chung Kenneth Law. "Collaborative learning: web-based teaching insecondray physics classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256351.

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7

Scanlon, Eileen. "Modelling physics problem solving." Thesis, Open University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277276.

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8

Welling, Jonathan Jacob. "Parent Reciprocal Teaching: Comparing Parent and Peer Reciprocal Teaching in High School Physics Instruction." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6883.

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Effective strategies are needed to help parents become more involved in the education of their teenage children. Parent Reciprocal Teaching (PRT) is proposed as an effective strategy to increase parent involvement and help students increase academic performance. 120 students in a 10th-grade high school physics course participated in either the PRT homework assignments or traditional reciprocal teaching (TRT) assignments. The PRT homework assignments required students to teach their parents/guardians at home, while the TRT assignments required students to teach a peer during class time. Data wa

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9

Verley, Jim D. "Physics graduate students' perceptions of the value of teaching." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1679680251&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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10

Law, Kan-chung Kenneth. "Collaborative learning : web-based teaching in secondray physics classroom /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474510.

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11

Bouchard, Josée. "Physics students' approaches to learning and cognitive processes in solving physics problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100325.

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This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructio

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12

Bocaneala, Florin. "Individual and group learning in physics education." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117151049.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 127 p.; also includes graphics Includes bibliographical references (p. 118-127). Available online via OhioLINK's ETD Center

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13

Gungor, Almer. "Teaching Practices Enhancing Students&#039." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612581/index.pdf.

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This study was aimed to provide insight about affective teaching practices that influence students&#039<br>affective characteristics in physics lessons using mixed methodology. Affective characteristics consisted of attitudes and motivation. For this purpose Keller&#039<br>s ARCS (attention, relevance, confidence, satisfaction) model was revised by adding Communication category. The Affective Teaching Practices Questionnaire, including these categories, was administered to 1,138 students and 31 physics teachers in Ankara. Moreover, the Affective Characteristics Questionnaire was administered t

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14

Bastos, Heloisa Flora. "Changing teachers' practice : towards a constructivist methodology of physics teaching." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/919/.

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15

Hehn, Jack G. "The open physics laboratory and characteristics of effective teaching assistants." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332740/.

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16

Hau, Ho Huu. "A teaching innovation to promote authentic science in a physics teaching laboratory in a Vietnamese university." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24155.pdf.

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17

Little, James. "A Study of Divergent TA Teaching Styles in Inquiry Based Laboratory Education." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193856.

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This dissertation is a study of the divergent behaviors evidenced by different TAs teaching inquiry based physics laboratories with minimal preparation on how to use techniques such as Socratic dialogue, wait time, and time management. The revised physics laboratory curricula, a four semester laboratory sequence, were studied over the course of two years and one of the laboratory manuals was rewritten and new techniques of TA training developed in order to align TA behavior with the ideals of inquiry based education. This revision was only partially successful, aiding TAs dramatically in imp

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18

Kozlonskie, Laura M. "Physics and chemistry for pre-secondary students in New Zealand." Thesis, University of Canterbury. Physics, 2004. http://hdl.handle.net/10092/5926.

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In 1996 we set out to show that primary teachers could teach the new physical science curriculum with no further training if they had the right books. We searched the literature for didactics which had been shown to positively impact learning so that we could incorporate those features into any books we would make. We conducted a pilot project for which we wrote and printed 30 workbooks for one activity. Next, we sent out a book survey to find what books were available for the subject in New Zealand at that time. Simultaneously, we scoured Europe, Asia and North America for good lesson materi

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19

Ravaioli, Giovanni. "Learning and accepting quantum physics. Re-analysis of a teaching proposal." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/11220/.

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Nella tesi è analizzata nel dettaglio una proposta didattica sulla Fisica Quantistica elaborata dal gruppo di ricerca in Didattica della Fisica dell’Università di Bologna, in collaborazione con il gruppo di ricerca in Fisica Teorica e con ricercatori del CNR di Bologna. La proposta è stata sperimentata in diverse classi V di Liceo scientifico e dalle sperimentazioni sono emersi casi significativi di studenti che non sono riusciti ad accettare la teoria quantistica come descrizione convincente ad affidabile della realtà fisica (casi di non accettazione), nonostante sembrassero aver capito la ma

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20

Hudson, Lizel Sandra Ann. "Teaching and learning threshold concepts in radiation physics for professional practice." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3111.

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Thesis (Doctor of Radiography)--Cape Peninsula University of Technology, 2020<br>Radiation therapy has undergone significant changes with regard to new medical imaging technologies, including computerised tomography (CT) and magnetic resonance imaging (MRI). Practitioners now have access to technologies that provide anatomical information in an infinite selection of views. Earlier advances in three-dimensional conformal radiation therapy (3D-CRT) allowed for the site of treatment to be accurately located. Intensity modulated radiotherapy (IMRT) enabled practitioners to accurately focus the ion

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21

Boonyaraksa, Chayan. "An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332157/.

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The purpose of this study was to investigate the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding actual teaching performance and effective teaching performance. The sample consisted of a total of 56 physics instructors, 120 major-physics students, and 120 nonmajor-physics students at eight public universities in Thailand. A total of 53 physics instructors or 94.64 percent, 101 major-physics students or 84.17 percent, and 107 nonmajor-physics students or 89.17 percent responded in this study. Multivariate analysis of variance, univariate a

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22

Tam, Ka-lok Patrick. "A study of teachers' conceptions and teaching strategies in relation to students' alternative ideas about force and motion." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833431.

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23

Reed, Daniel A. "Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/ReedDA2007.pdf.

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24

Van, Deventer Joel. "Comparing Student Performance on Isomorphic Math and Physics Vector Representations." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/VanDeventerJ2008.pdf.

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25

Caramaschi, Martina. "Applications of RFN (Reconceptualized Family resemblance approach to Nature of science) to high school physics teaching." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21708/.

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This thesis project fits into the research’s area of science education called Nature of Science (NOS). The aims of the thesis are: to understand what “image of physics” emerges in high school teaching; to provide suggestions to recognise implicit or explicit limits and potentialities of the official curriculum to guide, in class, students to get acquainted with the authenticity of science and its societal relevance. The thesis contains two studies. Both of them have been carried out by using a well-known framework in science education: Reconceptualized Family research approach to Nature of s

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26

Gooday, G. J. N. "Precision measurement and the genesis of physics teaching laboratories in Victorian Britain." Thesis, University of Kent, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234952.

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27

Dwyer, Jessica Hewitt. "Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20338.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>N. Sanjay Rebello<br>Regardless of discipline, a decades-long battle has ensued within nearly every classroom in higher education: instructors getting students to come to class prepared to learn. In response to this clash between teacher expectations and frequent student neglect, a group of four physics education researchers developed a reformed instructional strategy called Just-in-Time Teaching (JiTT). This dissertation investigates the following three areas: 1) the fidelity with which undergraduate physics instructors implement

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28

Shan, Kathy. "Improving Student Learning and Views of Physics in a Large Enrollment Introductory Physics Class." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384117221.

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29

Leesinsky, Peter. "Student designs of experiments as indicators of physics reasoning." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70250.

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The purpose of this study was the assessment of physics reasoning on the basis of students' understanding of motion on an inclined plane. Subjects were presented with a video tape showing a motion experiment in steps and were asked to formulate hypotheses and design an experiment to test these. Subjects thought aloud while specifying the designs and goals of an experiment. Protocols were analyzed by an original method using schema representation techniques. Adequancy of subjects' reasoning was evaluated by comparison to a composite model built from physics domain principles. As more informatio

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30

Meyer, Joseph. "Early Stages of Game Development Company for Physics Education." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1496423532596752.

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31

Lombard, Elsa Helena. "Triggering physics lecturers' reflections on the instructional affordance of their use of representations: a design-based study." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/2899.

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There is growing awareness in the physics education research community about the importance of using representations in physics teaching and the need for lecturers to reflect on their practice. This research study adopted a design-based research approach in an attempt to design a reliable, valid and practically useful artefact (framework/strategy) that could be used to trigger introductory physics lecturers’ reflections on their instructional use of representations. The artefact, which was instantiated with physics lecturers, comprised an observation protocol, an accompanying definitions key,

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32

Pollock, Evan B. "Student Understanding of P-V Diagrams and the Associated Mathematics." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/PollockEB2008.pdf.

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33

Pillay, Seshini. "The evaluation of a research-based curriculum for teaching measurements in the first year physics laboratory." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/6545.

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Word processed copy.<br>Includes bibliographical references (leaves 117-124).<br>A new interactive introductory physics laboratory course, based on the ISO-recommended probabilistic interpretation of measurement and uncertainty has been developed. The course was piloted with first year physics students at the University of Cape Town in 2003. The present work evaluates this course.

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34

Eiser, Leslie Agrin. "Microcomputer graphics to teach high school physics." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66055.

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35

O'Brien, Michael James. "An Investigation of the Effectiveness of Physics First in Maine." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/OBrienMJ2006.pdf.

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36

Toerien, René. "Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25508.

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Education in South Africa is a national concern and the training and professional development of teachers, especially in science and mathematics, has consequently been prioritised by the National Government. More than 60 percent of the teachers in South Africa are older than 40 years of age, which means that within the next 10-15 years many experienced teachers will exit the system, leaving a younger and less experienced cohort of teachers behind. This study aims to make explicit the learning trajectories of physical sciences teachers, specifically with respect to their knowledge for teaching

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37

Nashon, Samson Madera. "Teaching and learning high school physics through analogies, case study of Kenyan classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58950.pdf.

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38

Westlander, Meghan Joanne. "The Issues Framework| Situating Graduate Teaching Assistant-Student Interactions in Physics Problem Solving." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690214.

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<p> Interactive engagement environments are critical to students' conceptual learning gains, and often the instructor is ultimately responsible for the creation of that environment in the classroom. When those instructors are graduate teaching assistants (GTAs), one of the primary ways in which they can promote interactive engagement is through their interactions with students. </p><p> Much of the prior research on physics GTA-student interactions focuses on GTA training programs (e.g. Ezrailson (2004); Smith, Ward, and Rosenshein (1977)) or on GTAs' specific actions and beliefs (e.g. West,

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39

Fredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.

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This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. Th

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40

Vasconcelos, Nilza Maria Vilhena Nunes da Costa. "Motion and forces : a view of students' ideas in relation to physics teaching." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019153/.

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This study concerns students' ideas about the existence or otherwise of forces in several dynamical situations involving moving objects and objects at rest. It aims to contribute to a better understanding of students' ideas about dynamics. It differs from previous research (a) in covering a wider-range among students and larger variation in taught Physics background. (b) in attempting to tap less verbal forms of evidence and (c) in attempting to avoid 'scientifism' in terms of the way to approach students and in terms of interpreting results. The empirical part of the study involved 338 studen

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41

Moggio, Lorenzo. "Design and experimentation of communication and of a teaching sequence on atmospheric physics." Doctoral thesis, Università degli studi di Trento, 2017. https://hdl.handle.net/11572/368949.

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Weather and climate are topical issues widely present in the media, in the public culture, in political and socio-economic agendas and also in school guidelines. Having said that, confusion and a lot of misconceptions still exist with regards to issues such as climate change, greenhouse gases and the greenhouse effect, pollution, anthropogenic emissions, ozone hole, predictability of weather and climate, stationary processes, radiation fluxes and balances in the Earth system etc. These themes are poorly addressed in the actual teaching practice in secondary schools, particularly from a quanti

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42

Moggio, Lorenzo. "Design and experimentation of communication and of a teaching sequence on atmospheric physics." Doctoral thesis, University of Trento, 2017. http://eprints-phd.biblio.unitn.it/2586/1/Tesi.Dott_LorenzoMoggio.pdf.

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Weather and climate are topical issues widely present in the media, in the public culture, in political and socio-economic agendas and also in school guidelines. Having said that, confusion and a lot of misconceptions still exist with regards to issues such as climate change, greenhouse gases and the greenhouse effect, pollution, anthropogenic emissions, ozone hole, predictability of weather and climate, stationary processes, radiation fluxes and balances in the Earth system etc. These themes are poorly addressed in the actual teaching practice in secondary schools, particularly from a quant

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43

Checkley, Doug, and University of Lethbridge Faculty of Education. "High school students' perceptions of physics." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2584.

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There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of s

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44

Nji, Tima Richard Anthony. "Cameroon's Anglophone and Francophone second cycle physics courses : towards a common approach." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294854.

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45

Feeley, Roger Eastman. "Identifying Student Concepts of Gravity." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/FeeleyRE2007.pdf.

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46

Cheng, Ka-lok, and 鄭嘉樂. "Translation of nature of science content in the official physics curriculums in mainland China and Hong Kong into the corresponding textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198822.

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International studies, such as the Trends in Mathematics and Science Study, reveal that most teachers rely on textbooks as the basis of their instruction. This is particularly true for new curriculum components. Thus a good alignment between the official curriculums and textbooks is necessary for the classroom implementation of the official curriculums. However, the study of the translation of official curriculums into textbooks is missing in the education literature. The Nature of Science (NOS) content in the Physics curriculums in Mainland China and Hong Kong serves as the context of this ex

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47

Sheaffer, Christopher Ryan. "Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.

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Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods th

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48

Qian, Lingbo. "Comparing US and Chinese High-School Physics Teaching in Terms of the Use of Inquiry." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1346393007.

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49

Wong, Denis. "Development and evaluation of a microcomputer dynamic modelling system for teaching A-level physics." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019593/.

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50

Castillo, Hernán, Richard Moscoso, José Luis Phan, and Jorge Quiroz. "The Impact of Teaching the Concepts of Force and Motion in General Physics Courses." En Blanco y Negro, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117019.

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This article focuses on the results of a research about teaching General Physics concepts to college students, and stresses the relevance of evaluating this kind of knowledge. Between 2009 and 2011, 4,535 students from the Pontifical Catholic University of Perú went through an evaluation process using the Force Concept Inventory test. The data results showed no significant improvement in the students’ learning process after having learned the concepts of force and motion, matters included in Physics 1 and Physics 2. The hardest concept to learn was Newton’s second law. Furthermore, a relevant

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