In addition to the pre/post testing framework common in economic education research, physics education researchers often look closely at the actual process of learning in individual students, employing “think aloud” protocols where researchers observe and record (orally and visually) students engaged in solving a physics problem on a particular concept. 7 Historically, this effort began with dissatisfaction about student learning in introductory physics courses and the recognition that there were serious gaps between what instructors were teaching and what students were learning. Understanding the gap between what is taught and what is learned is a key focus of physics education research. The knowledge gained from this micro-level research often leads to innovative new pedagogies, teaching resources, and assessment processes that systematically improve student learning. If successful, these new practices are then re-tested at different
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In the third section, the context of the classroom is changed by the laboratory. Although there is much literature on how to teach in the laboratory and how students learn, little research has been done at university level. The study presents an organization of laboratory work based on the characteristics of scientific methodology. For using scientific skills, it starts by defining a problem and guiding students in their resolution through the use of scientific epistemic episodes, such as stating of hypotheses, the analysing and measuring variables, and obtaining results. It is about familiarizing students with scientific epistemology. Fourth section presents a quantitatively analysis the students' responses. One of the most fruitful lines of research in physics education research has been the analysis of student responses and their consequences for teaching. However, the analysis of the answers has been the subject of numerous discussions regarding the reliability of the analysis and the consistency of the students' responses. These questions are fundamental if one wants to obtain useful conclusions for teaching. Those problems are addressed in this study.
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Bodin (2012) defines physics education research as research about how we learn, teach, understand, and use physics. Physics Education Research (PER) is the driving force to the way introductory physics is being taught in secondary schools, colleges, and universities (Andre´e Tiberghien, Jossem, & Barojas, 1998; Yeo & Treagust, 2000). Physics education research tends to focus on problems associated with the teaching of physics (Heron & Meltzer, 2005). Physics education research is an interdisciplinary research area and combines education research that is influenced by social studies, psychology, and physics that is a traditional academic subject. Therefore physics education can be approached in many ways depending on the applications (Bodin, 2012). Physic educations included a wide range of studies from research on general culture (Kapitsa, 1982) , ‘‘ hands- on’’ exhibits (Read, 1989), gender issues (Stewart, 1998), classroom- based innovation (Tobias, 2000), multimedia (Wagner, Altherr, Eckert, & Jodl, 2003), IT-based (Akizo, 2004), e-Learning (Stoeva & Cvetkov, 2005), language (Michinel, 2006), used images (Bulbul, 2007), computational problem solving (Landau, 2007), gesture analysis (Scherr, 2008), the use of conceptual diagrams (Martins, Verdeaux, & de Sousa, 2009), quality (Aneta, 2010), 3D Virtual Laboratory (Jeong, Park, Kim, Oh, & Yoo, 2011), modeling (Uhden, Karam, Pietrocola, & Pospiech, 2012), and concept maps (Martinez, Perez, Suero, & Pardo, 2013) to mathematical models (Huang & Fang, 2013).
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Beginning with Schommer (1990) who studied on how students’ beliefs about the nature and acquisition of knowledge influence their approach to learning. Hofer and Pintrich (1997) studied on how students interpret their learning experiences and the influence of epistemological beliefs on reasoning when engage in learning process. Sinatra and Pintrich (2003) studied on the impact of epistemological belief sophistication on students’ skills and attitudes towards learning which focus on the aspects of critical thinking, self-regulation, cognitive flexibility, ability to communicate ideas, and to learn from collaboration. It was not until the late 90’s the study of epistemological beliefs of students towards learning started to shift and focus more on specific domain subjects in the like of Science and Physics. Since then Physics education research community has extensively begun to do research on the study of students’ attitudes, expectations and epistemologies towards learning Physics.
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Physics Education Research, as an area of academic study, is a relatively new field. The pioneering work in the field of Physics Education Research can be traced back to the founders of the American Association of Physics Teachers: Paul Klopsteg of the University of Minnesota, Homer Dodge of the University of Oklahoma, and F. T. Richtmeyer of Cornell University (Phillips, 1977). They were interested in the challenges of teaching physics. The dawn of the “space race” and the Atomic Age at the end of the Second World War spurred on a national interest in improving the quality of science education and curricular improvements that would benefit both students and teachers of physics. It soon was recognized in the 1960’s and 1970’s that there was a need for curriculum reform on a national scale that would require the input of those involved in the behavioral sciences and the field of education to help better understand the needs of the student and to better train a cadre of quality teachers. As early as 1956, Jerrold Zacharias, professor of physics at Massachusetts Institute of Technology (Lopez, R. & Schultz, T., 1991) also had deep concerns about science education. Jerrold along with physicists Francis Friedman of MIT, Philip Morrison of Cornell University, and Bob Karplus of University of California at Berkeley, led K-12 science education reform. As time progressed into the 1990s, educators and professors in the field of physics started to focus research and collect data around the processes and methodologies of teaching physics. This body of research began to be referred to as “Physics Education Research” or simply, PER.
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Bodin (2012) defines physics education research as research about how we learn, teach, understand, and use physics. Physics Education Research (PER) is the driving force to the way introductory physics is being taught in secondary schools, colleges, and universities (Andre´e Tiberghien, Jossem, & Barojas, 1998; Yeo & Treagust, 2000). Physics education research tends to focus on problems associated with the teaching of physics (Heron & Meltzer, 2005). Physics education research is an interdisciplinary research area and combines education research that is influenced by social studies, psychology, and physics that is a traditional academic subject. Therefore physics education can be approached in many ways depending on the applications (Bodin, 2012). Physic educations included a wide range of studies from research on general culture (Kapitsa, 1982), ‘‘hands-on’’ exhibits (Read, 1989), gender issues (Stewart, 1998), classroom- based innovation (Tobias, 2000), multimedia (Wagner, Altherr, Eckert, & Jodl, 2003), IT-based (Akizo, 2004), e-Learning (Stoeva & Cvetkov, 2005), language (Michinel, 2006), used images (Bulbul, 2007), computational problem solving (Landau, 2007), gesture analysis (Scherr, 2008), the use of conceptual diagrams (Martins, Verdeaux, & de Sousa, 2009), quality (Aneta, 2010), 3D Virtual Laboratory (Jeong, Park, Kim, Oh, & Yoo, 2011), modeling (Uhden, Karam, Pietrocola, & Pospiech, 2012), and concept maps (Martinez, Perez, Suero, & Pardo, 2013) to mathematical models (Huang & Fang, 2013).
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This paper provides activities for distance education students to illustrate a number of physics concepts related to solar radiation. The experimental data are provided by instruments interfaced to computers that make the information available on a Web site. The data are updated every 5 min and can be considered to be in real time. Employing the framework of solar radiation to teach the physics concepts in these activities means that the students can identify how these concepts apply to every day situations. The activities are open ended in that they are no longer restricted to a strict timetable of when they are to be performed and the amount of time to devote to them.
Reliability is reconciliation of intercoders based on the use of more than one coder . To increase the objectivity of the study and to provide reliability for analysis, the fit percentage of the coders was taken into consideration in the coding of the firs and the last question for the reliability of the researchers conducting the coding. Fit percentage was calculated with the formula (the number of all fitting categories) / (the number of all fitting and all non-fitting categories) (Miles and Huberman, 1994). Reliability coefficient was found to be 0.78 for the question “How do you find using check technique in physics lesson?”, and 0.75 for the question “What kind of a relation do you think there is between check technique and test anxiety”. These facts were found adequate for the coding reliability of the study.
In education, these doubts find some justification in the failure of university graduate teachers in Physics education to implement the national Physics curriculum satisfactorily as expected (NERDC, 2004). The policy emphasized the curriculum that: curriculum represents the total experiences to which all learners are to exposed to the contents, performance objectives, activities of both teachers and learners, teaching and learning materials. This failure is partly attributed to the observed/recorded student’s failure in some core science subjects like Physics. While both teachers, the students and the university system share some of the blames in the failure. Literature has shown evidences of knowledge about relevance of Physics education programme of Nigerian higher institutions to the teaching of senior secondary Physics (Omosewo, 1991). A review of the few existing literature in advance countries suggests that the philosophy of the curriculum at universities and secondary schools are fundamental to improving the quality of university graduates teaching in secondary schools and that this quality is likely to be reflected in the performance of the students they teach. Philosophy in curriculum development serves as a guide towards the implementation of the curriculum. It fosters the worth and development of the individual, and the general development of the society. Omosewo (2009) agreed that educational philosophy should be the concern of everybody. Each discipline has its philosophical statement backing the respective programme.
To verify a validity of the study tool, the researcher picked eight specialists in physics and information technology to confirm whether the tool could effectively measure the purpose intended for this research, clarification of some items and their correlation with standards, so as to present the tool and its content in a suitable manner. Also, an internal validity which is determined by the degree to which a study minimizes systematic error (or bias) was verified by calculating Spearman's rank correlation coefficient of each item and the total score of the standard as in table (2).
As mention earlier, one of the purposes of this study is to investigate the perception differences among undergraduates and lecturers. As the Mann-Whitney U tests result show in table 1, there were a significance difference between lecturers and undergraduates’ perception in the development level of communication skills (CS), team working skills (TW), lifelong learning and information management skills (LL), leadership skills (LS) and ethic and integrity skills (ET). Lecturers had suggested a higher level of development in these attributes compared to undergraduates. This implied that undergraduates do not develop the mention generic attributes as much as taught by lecturers. However, the results in table 4.5 showed that undergraduates and lecturers do not have significant difference in the level of development for critical thinking and problem solving skills (CTPS), and entrepreneurship skills (ES) with p>0.05. Thus, revealed that undergraduates had learnt the skills as embedded by lecturers through Physics studies.
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research goals in relativistic nuclear physics - a scien- tiﬁc trend of paramount importance for the national sci- ence - which arose at the meeting point of atomic nu- clear physics and elementary particle physics. It was just aimed at setting up the application limits for the proton-neutron model of the atomic nucleus and the cre- ation of the physical picture of nuclear matter at the level of sub-nucleonic constituents, i.e. quarks and gluons. For the ﬁrst time in the international practice of accel- erator engineering, beams of relativistic nuclei moving with velocities near the speed of light and of an energy of order of several GeV per nucleon were obtained at the Synchrophasotron in LHE.
Turkey, b Department of Physics, Faculty of Education, Dicle University, 21280, Diyarbakir, Turkey, and, Science and Technology Application and Research Center, Dicle University, 21280, Diyarbakir, Turkey, c Department of Chemistry, Faculty of Sciences, Erciyes University, 38039 Kayseri, Turkey, and d Department of Chemistry, Faculty of Arts and Sciences, ¤no¨nu¨ University, 44280 Malatya, Turkey. *Corre- spondence e-mail: email@example.com
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For the participants involved at age 16 they could either leave education or continue by taking further qualifications known as A levels (advanced levels), marked on a letter- based scale A* – E. These are typically seen as the entrance qualification for university study, with three qualifications being a common entry requirement for most courses. Students who wish to study physics at the University of Sheffield need a minimum of one A and two B grades which must include physics and mathematics although the majority exceeded this with an average grade profile of AAB. There are also distinct differences between UK and U.S. university courses. Students studying a course in the UK have already selected their degree course at admission and will spend their time only studying their chosen subject (or subjects in the case of dual degrees).
Based on the aforementioned statement, the study examines the influence of physics teachers on the students’ performance in secondary school physics external exams. This is necessary as it will give insight to professional development planners and identification of the factors contributes to increase students’ performance.
Nowadays the quota of physics lessons is decreasing in connection with the restructuring of school bachelor system at the Slovak University of Technology (Hola, O. & Laurinc, 2006). Therefore, it is necessary to look for new effective forms of teaching in the framework of full- time study as well as distance learning or correspondence study - e-learning. As a result the education based on PC will be very important in seminars again. We make plans for the future to give students a possibility of the individual calculation of physical problems by means of distance communication in the combined form of study (presence attendance and distance form). Therefore we have just prepared the first trial module of Physics course 1 in LMS Moodle for the purpose of our faculty. But the usage of such form of study assumes rather good knowledge of the secondary mathematics and physics as well as the students’ own initia- tive and willingness to study more than is necessary.
after physics branched out of philosophy, it has pioneered other disciplines. in fact, physics is the present-day equivalent of what used to be called natural philosophy, from which most of our modern sciences arose (Gottlieb et al, 2013). the relationship between philosophy and physics can easily be seen from a Kuhnian perspective on how science develops. Kuhn (1962) explicates progress in science not as a linear process of theoretical formulation and experimental verification or refutation of scientific theories, but in terms of revolutions and changes of paradigm. paradigms include ways of looking at the world, practices of instrumen- tation, traditions of research, and shared values and beliefs about which questions fall within science’s domain. currently, studies in physics also closely underline the fundamental philo- sophical questions, such as how matter and energy interact.
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In addition, a public lecture on Reflections from a Personal Journey as Scientist, Technologist and Entrepreneur: Academia and Industry Interactions was delivered by Professor AV Ramarao, FNA, AVRM Industries, Hyderabad at PRL, Ahmedabad on December 26, 2018. A panel discussion on Strengthening AI Research & Education in India was also held by the panellists Professor Sanghmitra Bandyopadhyay, Director, ISI, Kolkata; Professor Chiranjib Bhattacharyya, IISc, Bengaluru and Professor Vijay Chandru, Strand Life Sciences, Bengaluru at IPR, Bhat on December 27, 2018.
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User generated content on the web is a phenomenon which has occurred only recently. Internet users generate their own content and distribute it on a variety of websites. Obviously traditional printed media are facing a new competitor in the media market: the user. Some books with complemented content are aviable on the Internate. Most of scholarly journals online, however, date back to a few years ago. The more recent ones have only a table of contents and some selected article. This is due to a rather laborous process of digiti- zation of the older materials. Newer materials have generally been converted into a digital form. For example, Postpy Fizyki [Adance- ments in Physics] is available in both online version and printed vesion . Some other periodicals post mainly general information which is informative in nature, for example, about the subject matter . As for the online books, they may have chapters complemented with extended information and software for simulating some physical phe- nomena, such as difusion and body melting.
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Abstract. The CMS Masterclass enables high school students to analyse authentic CMS data. Students can draw conclusions on key ratios and particle masses by combining their analyses. In particular, they can use the ratio of W + to W - candidates to probe the structure of the proton, they can find the mass of the Z boson, and they can identify additional particles including, tentatively, the Higgs boson. In the United States, masterclasses are part of QuarkNet, a long-term program that enables students and teachers to use cosmic ray and particle physics data for learning with an emphasis on data from CMS.
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