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Journal articles on the topic 'Teaching physics'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

O'Shea, Donald C. "Teaching Physics." Optical Engineering 43, no. 4 (2004): 785. http://dx.doi.org/10.1117/1.1703542.

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2

Irvine, J. M. "Teaching physics." Physics Bulletin 36, no. 1 (1985): 4. http://dx.doi.org/10.1088/0031-9112/36/1/003.

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3

Caulkin, Keith. "Teaching physics." Physics Bulletin 36, no. 4 (1985): 148. http://dx.doi.org/10.1088/0031-9112/36/4/005.

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4

Brookman, K. J. "Teaching physics." Physics Bulletin 36, no. 7 (1985): 279. http://dx.doi.org/10.1088/0031-9112/36/7/002.

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5

Allday, Jonathan. "Teaching physics." Physics Education 33, no. 6 (1998): 335. http://dx.doi.org/10.1088/0031-9120/33/6/001.

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6

Greenslade, Thomas B. "Teaching yourself physics." Physics Teacher 57, no. 6 (2019): 355. http://dx.doi.org/10.1119/1.5124264.

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7

McCollum, D. C. "Revitalizing physics teaching?" Physics Teacher 37, no. 6 (1999): 324. http://dx.doi.org/10.1119/1.880296.

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8

Lynch, Robert, Janez Strnad, and Frederick Reif. "Teaching Physics Scientifically." Physics Today 40, no. 6 (1987): 9–11. http://dx.doi.org/10.1063/1.2820062.

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9

Kowalski, Ludwik. "Teaching physics online?" Physics Teacher 39, no. 6 (2001): 325–26. http://dx.doi.org/10.1119/1.1407120.

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10

Hanley, Phil. "Teaching particle physics." Physics Education 35, no. 5 (2000): 332–38. http://dx.doi.org/10.1088/0031-9120/35/5/303.

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11

Gibson, A. P., E. Cook, and A. Newing. "Teaching Medical Physics." Physics Education 41, no. 4 (2006): 301–6. http://dx.doi.org/10.1088/0031-9120/41/4/001.

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12

Goldstein, Raymond E., Philip C. Nelson, and Thomas R. Powers. "Teaching Biological Physics." Physics Today 58, no. 3 (2005): 46–51. http://dx.doi.org/10.1063/1.1897564.

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13

Arons, Arnold B., and Edward F. Redish. "Teaching Introductory Physics." Physics Today 50, no. 7 (1997): 61–62. http://dx.doi.org/10.1063/1.881810.

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14

Kortemeyer, G. "Using Virtual Reality for Teaching Kinematics." Journal of Physics: Conference Series 2727, no. 1 (2024): 012025. http://dx.doi.org/10.1088/1742-6596/2727/1/012025.

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Abstract Simulations have been used for decades to teach physics concepts. Virtual Reality (VR) opens new avenues: the benefits of acting out physis (embodiment) can be combined with the affordances of a simulated environment. This paper aims to demonstrate how to create physics-education simulations in VR with comparatively small effort beyond 2D-simulations, using the Unity game development environment in connection with consumer-grade VR gear.

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15

Redish, Edward F., and Juan R. Burciaga. "Teaching Physics with the Physics Suite." American Journal of Physics 72, no. 3 (2004): 414. http://dx.doi.org/10.1119/1.1691552.

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16

Bañas, Norade A. "ALTERNATIVE METHODS OF TEACHING PHYSICS." International Journal of Psychosocial Rehabilitation 24, no. 04 (2020): 703–49. http://dx.doi.org/10.37200/ijpr/v24i4/pr201046.

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17

Sorokopud, M. A. "Cloud physics teaching aids." CTE Workshop Proceedings 2 (March 20, 2014): 317–21. http://dx.doi.org/10.55056/cte.227.

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Research goals: an overview of cloud tools that can be used in teaching physics in high school.Research objectives: to analyze the main uses of cloud technology in the learning process, classification of cloud physics teaching facilities, a selection of virtual private laboratories and modeling software.The object of research is the process of teaching physics in higher education.The subject of research is using of cloud-based tools in teaching physics in high school.Results of the research. The article highlighted and considered most useful virtual physical laboratory and simulation software

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18

Wörner, C. H. "Numbers in physics teaching." Physics Teacher 60, no. 2 (2022): 84. http://dx.doi.org/10.1119/5.0055313.

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19

Minnix, Richard B., and D. Rae Carpenter. "Apparatus for teaching physics." Physics Teacher 23, no. 3 (1985): 180. http://dx.doi.org/10.1119/1.2341768.

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20

Connolly, Walter. "Apparatus for teaching physics." Physics Teacher 23, no. 7 (1985): 448. http://dx.doi.org/10.1119/1.2341881.

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21

Connolly, Walter. "Apparatus for teaching physics." Physics Teacher 23, no. 9 (1985): 558–60. http://dx.doi.org/10.1119/1.2341915.

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22

Mcguire, Jim. "Physics Teaching in Context." Physics Today 48, no. 11 (1995): 15–114. http://dx.doi.org/10.1063/1.2808243.

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23

Feder, Toni. "Teaching high school physics." Physics Today 68, no. 3 (2015): 26. http://dx.doi.org/10.1063/pt.3.2717.

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24

Botet, R., and E. Trizac. "Teaching Physics with Computers." European Journal of Physics 26, no. 5 (2005): S1. http://dx.doi.org/10.1088/0143-0807/26/5/e01.

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25

Bagnoli, Franco, Alessio Guarino, and Giovanna Pacini. "Teaching physics by magic." Physics Education 54, no. 1 (2018): 015025. http://dx.doi.org/10.1088/1361-6552/aaed62.

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26

Citakovic, Nada. "Computers in teaching physics." Vojnotehnicki glasnik 56, no. 2 (2008): 209–16. http://dx.doi.org/10.5937/vojtehg0802209c.

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27

Feder, Toni. "Teaching Physics with Superheroes." Physics Today 55, no. 11 (2002): 29–30. http://dx.doi.org/10.1063/1.1535003.

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28

Connolly, Walter. "Apparatus for teaching physics." Physics Teacher 24, no. 4 (1986): 231. http://dx.doi.org/10.1119/1.2341994.

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29

Heideman, Edwin Paul. "Apparatus: for teaching physics." Physics Teacher 28, no. 5 (1990): 343. http://dx.doi.org/10.1119/1.2343056.

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30

Connolly, Walter. "Apparatus for teaching physics." Physics Teacher 28, no. 8 (1990): 568. http://dx.doi.org/10.1119/1.2343161.

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31

Sukheeja, B. D., and D. K. Kohli. "Apparatus for teaching physics." Physics Teacher 29, no. 5 (1991): 283–84. http://dx.doi.org/10.1119/1.2343318.

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32

Downing, Harry D., and Walter L. Trikosko. "Apparatus for teaching physics." Physics Teacher 29, no. 6 (1991): 369–70. http://dx.doi.org/10.1119/1.2343348.

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33

McFarland, Ernie, and Alan Hirsch. "Physics teaching in Canada." Physics Teacher 30, no. 4 (1992): 226–34. http://dx.doi.org/10.1119/1.2343525.

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34

Knotts, Michael E. "Apparatus for teaching physics." Physics Teacher 31, no. 7 (1993): 402–4. http://dx.doi.org/10.1119/1.2343819.

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35

Burgess, Timothy. "Salaries and physics teaching." Physics Teacher 33, no. 3 (1995): 134. http://dx.doi.org/10.1119/1.2344162.

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36

Bucheit, Fred. "Salaries and physics teaching." Physics Teacher 33, no. 3 (1995): 134. http://dx.doi.org/10.1119/1.2344163.

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37

Mix, John B. "Salaries and physics teaching." Physics Teacher 33, no. 3 (1995): 134. http://dx.doi.org/10.1119/1.2344164.

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38

Smith, Richard C., and Edwin F. Taylor. "Teaching physics on line." American Journal of Physics 63, no. 12 (1995): 1090–96. http://dx.doi.org/10.1119/1.18014.

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39

Machold, Dolf K. "Is physics worth teaching?" Science and Education 1, no. 3 (1992): 301–11. http://dx.doi.org/10.1007/bf00430278.

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40

Ramsey, Gordon P. "Teaching Physics with Music." Physics Teacher 53, no. 7 (2015): 415–18. http://dx.doi.org/10.1119/1.4931010.

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41

Dreyer, Hans Peter. "Physics teaching in Switzerland." Physics Education 27, no. 6 (1992): 300–301. http://dx.doi.org/10.1088/0031-9120/27/6/003.

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42

Webb, Linda. "Spreadsheets in physics teaching." Physics Education 28, no. 2 (1993): 77–82. http://dx.doi.org/10.1088/0031-9120/28/2/002.

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43

Jossem, E. Leonard. "The Teaching of Physics." American Journal of Physics 68, no. 6 (2000): 499–500. http://dx.doi.org/10.1119/1.19476.

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44

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 Ac

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45

Absalyamova, IlmiraI ldarovna. "TEACHING MOLECULAR PHYSICS WITH PROBLEM SOLVING." American Journal of Applied sciences 04, no. 01 (2022): 4–11. http://dx.doi.org/10.37547/tajas/volume04issue01-02.

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This article provides with some of the tasks and goals of molecular physics as a subject and shows several examples of problems solved in molecular physics, and methods for solving them. Here are some ways to solve each problem in several ways.

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46

Buriboyovna, Butayeva Nargiza. "DIDACTIC POSSIBILITIES OF TEACHING ENGINEERING PHYSICS." International Journal of Pedagogics 4, no. 12 (2024): 62–66. https://doi.org/10.37547/ijp/volume04issue12-12.

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Forming the distance education system in our country based on new information technology tools, and the creation of modern educational information resources and portals is an urgent issue of further informatization of education.

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47

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), studie

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48

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): 1023–34. https://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

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49

Bouquet, Frédéric, Julien Bobroff, Lou-Andreas Etienne, and Clara Vardon. "Teaching physics in the woods." American Journal of Physics 91, no. 9 (2023): 685–89. http://dx.doi.org/10.1119/5.0143470.

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We developed a two-day physics class that uses a nearby forest as a teaching location. Using low-cost material, students design and carry out physics projects outside of the usual controlled environment that is a classroom. In this way, they come to realize that physics can be used to understand the real world. They organize and present their results in an original format, an exhibit they collectively build. This project is an introduction to the role physics can play in exploring environmental issues, incorporating a sensitive and positive aspect which is important in this time of environment

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50

Jalilova, S., and G. Musayeva. "ARTIFICIAL INTELLIGENCE IN PHYSICS TEACHING." Sciences of Europe, no. 157 (January 27, 2025): 46–49. https://doi.org/10.5281/zenodo.14744941.

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This paper presents a comprehensive literature review on the application of artificial intelligence in physics teaching. The purpose of the study is to explore the fundamental concepts of AI, its various applications in physics teaching, and the benefits and challenges associated with its implementation. Through a systematic search of academic databases, a collection of relevant research articles, journals, conference proceedings and books on the use of AI in physics education was assembled. The selected studies were analyzed and synthesized to develop a coherent framework for understanding th

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