By utilizing phyphox sensors in physics, learning can help teachers do experiments without having to spend a lot of energy and costs. IThe phyphox application provides various types of sensors that are useful for calculating the acceleration of gravity, impact, pressure, gyroscope, magnetometer, and light sensor. In addition, the results of experiments using phyphox can be connected with Microsoft Excel so that it is easier to carry out the analysis process. Therefore, the presence of various types of applications and sensors in smartphones can make it easier for teachers to do teaching and can enhance collaboration between teachers and students.In addition, Ballester et al.  reported that the use of smartphone sensors in learning is very supportive in learning physics at school. In this, he employed in physics learning by conducting circular motion experiments using acceleration sensors. He demonstrates that smartphone acceleration sensors show the practicability of utilising these sensors in physics learning experiments. In his study, he gave examples for several types of one-dimensional motion where acceleration plays an essential role in identifying systems such as oscillation and circular motion and the study of one-dimensional oscillation can comfortably extend to two-dimensional oscillation.On the other hand, studies of rotational motion can be easily applied to study circular movements that uniformly accelerated by using, for example, rotator disks that connected to a hanging object by using a pulley. Other
Abstract- This research aims to: developing of physic learning instruments with guided inquiry learning model by PhET simulation to train student’s science process skills on dynamic electricity in high school. The subject of this research is physics learning instrume with a guided inquiry model assisted by a PhET simulation to practice the science process skills developed and will be tested to class X in Muhammadiyah 3 High School Tulangan, academic year 2018/2019. This research consists of 2 stages, namely the first stage of developing learning instruments, and the second stage is testing the learning instruments in class. The development phase consists of four stages, namely the 4D development model (design, define, develop, dessiminate). The quality of physics learning instruments with guided inquiry learning models by PhET simulations which include: syllabus, lesson plans, student textbooks, student worksheets, and assessment after being validated by a validator can be declared as a valid, practical and effective instruments. Readability of student worksheets and student books obtained through a questionnaire can be seen that the aspects of attracting student worksheets by 86,7%, interesting appearance of worksheets by 86,7%, about the difficulty of explanation by 80% of students stated there is no difficult explanation, about the ease of understanding the illustrations/picture of 80% and about the existence of an incomprehensible statement of 83,3% of students stating there is no statement that is not understood, while in the student book it can be seen that the interesting aspect of Student Book content is 86,7%, the attractiveness of the appearance of Student Book is 86,7%, about the difficulty of explanation by 83,3% of students said there was no difficult explanation, about the ease of understanding illustrations/drawings by 86,7%. The average score of observations
Abstract: Physics grows through the scientific method of seeking agreement between theory and experiment. Study of the various errors that creep in the experimental investigations and theoretical modelling thus forms an integral part of research in physics. Though this method is followed in an open ended manner by researchers pursuing their doctoral degrees, undergraduate students often miss this spirit of learning due to the limitations of educational structures. This work is an attempt to introduce this spirit among the first year students pursuing undergraduate engineering. For this purpose we reoriented experiments prescribed in the syllabus of the first year Engineering Physics course of the R. T. M. Nagpur University using this approach. The investigation brought out that the use of scientific method and estimation and understanding of errors is effective in motivating students to understand the reasons for the departure of the theory from the experiment. This, in turn, is useful in developing valuable insights into learning both theory and applications.
The effective learning of physics starts with the teacher knowing the prior knowledge of the students. The physics teacher should know what experience the students had on the concept to be discussed. This knowledge will determine the teacher approach to the instruction. One of the reasons for mass failure in physics is because many teachers come to class to start lecturing without considering students’ entering knowledge. Most students cannot link the new information given by the teacher with what they had preconceived. Thus, confusion sets in and to resolve the confusion many students result into memorization of the new information. Memorization is not a good
The implementation stage of students’ project planning in groups is focused on choosing and designing the topic of the project to be completed in learning. Students are given the freedom to choose the topics of the project to be completed from several themes that have been determined by lecturers before learning. Based on Doppelt  and Violeta  in the selection of project topics, students are required to observe, analyze the problem, and describe a logical reason related to their project topic. It aims to build several students’ skills in identifying the tools/media and materials needed in the completion of the project, arranging cost plan and schedule to complete the project as well as planning the tasks for every group member during the completion of the project they choose. The focus on the project planning stage is more on the development of media literacy skills and information in physics learning.
Studies have shown several methods of improving physics learning among students. Hands-on activities performed under the guidance of an instructor have been shown to improve knowledge retention and student interest in the subject (Swarat, Ortony, & Revelle, 2012). Even if concepts in physics are narrated as a story, efforts can be made to sprinkle the recitation with plenty of anecdotes and interesting accounts from scientists. When such suspense and thrill is added, students listen with much more interest and retain concepts longer (Hidi, 2001; Hidi & Baird, 1986). Anecdotes rife with characters or personalities that students can identify with have been shown to increase student interest in science (Krapp, Hidi, & Renninger, 1992). Multimedia has played and continues to play an important role in improving physics education. Many physics concepts such as rotational motion and three-dimensional dynamics involve stereoscopic thinking. It is not possible to explain these concepts on a two dimensional blackboard. By designing multimedia appropriate to the level of the target audience (students), it was shown that effective learning can be achieved (Jian-hua & Hong, 2012). Recent advances in multimedia authoring tools such as Easy Java Simulations have enabled physics teachers to make their own simulations or modify existing simulations for classroom use (Esquembre, 2010). Many examples exist, which demonstrate that such simulations can be used in the K-12 or college classrooms to maximize physics learning (Wee & Goh, 2013). Recently, asynchronous communication among students have been shown to improve learning (Ferdinand-James, 2017). Use of social media such as Facebook have also been reported to enhance student learning (Ferdinand-James & Foogooa, 2017).
ABSTRACT . This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school in Singaraja. Research was an quasi- experimental study by using “The Posttest-Only Control Group Design”. The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students. The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students. A Likert scale instrument was used to measure the scientific attitude students. Data were analyzed using analysis of variance with SPSS 20.0 at significance level = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional. The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.
Abstract: Physics is an exciting, living, discipline that continually moves in new directions. College Physics is a very important course for scientists and engineers. According to the study of Physics teaching experience, authors believe that the goal of studying Physics for non-physics major students is the application of Physics. Using the thinking fashion, research method and knowledge of Physics enhances student’s science accomplishment, innovation ability, obtaining knowledge in other fields and scientific literacy. In Physics learning, students obtain the ability of raising the question, analyzing and solving the question, and therefore which has a significant influence in their major or profession in future. Do not teach non-Physics major students with the pure professional teaching mode of Physics. Physics course should be combined with the specialty of students; also the contents of physics course should be kept in a basic system. The culture in physics, such as philosophy, is very important in the study of special knowledge of physics. Physics teachers should pay attention to teaching and scientific research, and promote each other. Teacher should cultivate students' ability of thinking and expression, and train students in scientific thinking, etc.
Therefore, the atmosphere of learning in physics subject must be made as creative as possible in order to be attractive and easy to understand for the student. Physics learning will be more interesting and easy to understand if the object is located close to the students. To improve the learning’s interest atmosphere, necessary environment-based learning that is according to the envi- ronment in South Kalimantan should be promoted. En- vironment, where students can learn, can be natural con- ditions, objects, animals, plants, humans, and also ob- jects that exist in the environment. Environtment-based learning is an education that aims at allowing students to have the knowledge, skills, values and motivation to solve problems about environtments towards sustain- able development . So, learning approach that closely matches students’ cultural and environmental conditions are expected to change the paradigm of the real against the subjects of physics.
Students’ beliefs and expectations in their understanding of physics learning process and knowledge structures affect their learning behaviours. In this paper, we investigated the physics expectations of first year students taking an introductory physics with calculus at Chiang Mai University, Thailand during 2010 and 2011 academic years. The instrument was the Thai version of Maryland Physics Expectations survey (MPEX), a 34- item Likert-scale (agree–disagree) survey that explores student attitudes, beliefs, and assumptions about physics. We reported on the results of the MPEX survey before and after an instruction of medical first year students (N = 181 in 2010 and N =194 in 2011) and first year students in other courses, including associated medical sciences (N = 206), engineering (N = 60) and agro-industry (N = 93) after an instruction. The MPEX survey was also administered to high school physics teachers attending a summer workshop at Chiang Mai University. A large gap between the expectations of physics experts and our samples was observed, and we found that favourable expectations of medical first year students tended to deteriorate as a result of taking the introductory physics course.
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Table 1 revealed that the pretest mean values of control and experimental groups is not differ significantly. Hence, the homogeneity of the group was established. A similar finding was also made Kazu and Demirkol , Yildiz, & Ocak and Sivakumar  which reveals that there was no significant difference found between control and experimental groups at the pre-test level. It is evident from table 2, the post-test mean value of experimental group was higher than the mean values of control group. This finding indicated that the Blended learning is effective than the Traditional Learning method in terms of the performance in physics at higher secondary level. This finding also agreed with the earlier findings of Lin, Tseng & Chiang , Ceylan & Kesici  and Kaur & Singh , Sivakumar  which concluded that the experimental group was academically more successful than the control group. Sitzmann, Kraiger, Stewart, & Wisher  led a meta-analysis of 96 experimental studies on online and lecture-based classroom between the year of 1996 and 2005. Their findings designate that blended learning method is more effective than face-to-face classroom only method instruction for teaching and learning. It is concluded from Table 3 that the experimental group shows high retention score than that of control group. Hence, Blended learning package has high retention than the Traditional Learning Method. This finding is consistent with research finding made by Makinde and Yusuf  who expressed that the retention performance of students taught using flipped classroom was higher than the students taught using traditional method. Ibrahim & Haruna  found that results of their study demonstrate enhancement in the performance and retention ability of students when flipped teaching method was implemented. Vimalkumar and Sivakumar  found that the blog based learning is effective in learning physics in terms of retention performance. Table 4 indicates, the academic achievement level of male and female students exhibited same level in learning physics at higher secondary level. This finding is supported by the study made by Elian and Hamaidi  who explored that no statistically significant differences in the means on the academic achievement attributed to gender variable. Daphine and Sivakumar  emphasized that the Technology can effectively be utilized to eliminate gender disparity.
According to Gray et al. (2008), students’ beliefs about Physics, about the structure of Physics knowledge, the connection between Physics and the real world, how to approach problem solving and how to learn Physics, play a substantial role in a student’s ability to learn Physics. Therefore, study on epistemological beliefs & attitudes of students towards learning Physics is needed to tap into the students’ mind frame to probe their beliefs and perception towards Physics and learning the subject. Rohana and Shaharom (2008) in a study on “Relationship between laboratory work and form 4 Physics students’ achievement in the topic of force” reported that generally students failed to master the conceptual understanding of force in Newtonian force concept in Physics and they were poor in giving correct answers to problems which related to force and motion. The study shows that the students are weak in understanding and applying the concept of force in problem solving and generally are poor decision makers when come to deal with force concept problems. Generally speaking, a student requires good conceptual understanding in Physics in order to master the subject. The respondents under studied in this research are Physics education students and they are the pre-service Physics teachers in our country. To study and understand the epistemological beliefs and attitudes of this group of future Physics teachers is important as their attitudes and competencies in learning Physics may characterize our future generation of Physics teachers’ traits and behaviors in teaching in the future (Barros & Elia, 1998).
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our classes but also how we teach. The consistency of our “split” findings across multiple instructional contexts, for most of the bifurcated survey items, leads us to offer one thought about implications of this work for instruction. Al- though experts may disagree about what constitutes the right degree of classical-quantum splitting with respect to the value of conceptual reasoning (versus the need to “shut up and calculate”), we worry that quantum physics students are in danger of sliding too far away from conceptual reasoning. Students may internalize messages (intended or not) that quantum mechanics is a place to rely solely on mathematical calculation (Johansson, Andersson, Salminen- Karlsson, & Elmgren, 2016; Marshman & Singh, 2015; Mermin, 1989) and that sense-making will not avail them here, which may impede the activation of the productive epistemological resources that they bring to classical physics. As instructors, we should not assume that students’ “plug and chug” tendencies are entirely a “natural” epistemological response to quantum weirdness; we need to monitor our- selves and our students to avoid amplifying that tendency.
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According to Schommer (1990), students’ epistemological beliefs influence learning approaches and subsequently learning outcomes. Apart from that, students’ learning strategies and learning outcomes are also influenced by their personal belief systems about the nature of knowledge and learning, their epistemological beliefs and attitudes. Hence, a student’s personal epistemological beliefs and attitudes towards learning Physics may influence the way they learn and how they master their learning. Hofer and Pintrich (2002) described that epistemological beliefs affect Physics understanding through their indirect effect on learning, text comprehension, and metacomprehension strategies, an argument which is also made by Ryan (1984) and Schommer et al. (1992). Hofer and Pintrich (1997) have also suggested that epistemological beliefs can influence academic achievement indirectly, by affecting goal orientation. In other words, epistemological beliefs can give rise to certain types of learning goals, such as mastery, performance, and completion goals, which in turn, can function as guides for cognitive and metacognitive strategy use. Settle and Knobloch (2004) revealed that the ways that people know and process knowledge are guided by a set of assumptions and beliefs. These beliefs and attitudes influence how students learn in their college courses and also guide how students acquire, structure, and process the knowledge. The way how students think about the knowledge, its structure and its acquisition process may well reflect the way how students response to the subject itself. Therefore, study on epistemological beliefs and attitudes of students towards learning Physics is needed to tap into the students’ mind frame to investigate their beliefs and perception towards Physics and the attitudes towards learning the subject.
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Seeking to reflect the assessment and the predictions of the professional group, in the first stage of the study the inquiry of the experts group based on the Delphi method is organised. The key target of this inquiry is to assess the situation of Internet usage for teaching physics and to identify possible predictions of the changes of this situation. The success of Delphi- based study is significantly determined by the independent opinion of every expert; therefore, the composition of the experts’ group is not announced. The group of experts, composed for this study, represents the population of the teachers of physics and the key selection criterion is competence. It is expected that it will be enough to conduct two-three stages of the inquiry (in the second stage every expert will receive the generalised results of the first inquiry). The opin- ion of separate experts will not be available for public or discussed publicly. The comments or the context of your opinion are of utmost importance for the study. We believe that you will participate in all stages of the inquiry.
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Perkins (2005) suggested that reflection on problem solutions that focuses on understanding abstract concepts indicate improved learning. In advocating this, all of the images in Figure 1 show how the prototype system will allow students to write ideas, edit previous entries, create and organize materials, tag them, and store for future review. Figure 1 (a) shows how students can create and edit their work and store them. Figure 1(b) shows how students can store their edited work, as well as, organize their downloaded materials.
The main goal of study was to research the effects of conceptual way of learning in comparison with traditional classroom education when teaching the topics “Pressure and lifting power” in the eighth class of primary school. We tested four thinking processes of pupils (knowledge, analyses, inference and comparison). The main expected ascertainment of research was that the pupils, who were taught through the conceptual way achieved better results than those who were taught traditionally in the classroom. Hypotheses were confirmed. In general this article will show other users of teaching physics and science some didactic manners of preparing interactive educated materials.
In recent decades, computation has risen as a third tier of science practice equal in prominence with theory and experiment/observation. Computation has been used to model a vast variety of physical situations like Earth’s climate, nuclear interactions, and aerodynamic systems [34-36]. The advent of the personal computer has only made this complex tool ubiquitous and accessible to the common person. The 21st century student is a "digital native" . Students use computers for online homework sys- tems, email, instant messaging, and a whole host of other activities. yet using computers to solve com- plex problems is largely absent in undergraduate physics curricula (and there is little evidence to show it being used at lower levels, e.g. high school physics classrooms) . Introducing computational model- ing into the undergraduate physic major curriculum has been slow going . Students leaving under- graduate programs have essentially been teaching programming to themselves once they enter the workforce . Most science courses that do incorporate computers expose students to—at most— spreadsheet calculators, “black-box” analysis tools, and word processors . By introducing computa- tional problem solving into the K-12 classroom, e.g. using a computational model to predict projectile motion, students are better prepared to enter science and engineering undergraduate programs that require rigorous understanding of programming, mathematics, and modeling .
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appropriate technology. The module was later implemented with 120 students in urban schools in the Klang Valley (Norlidah Alias & Saedah Siraj, 2012) with 30 participants of each learning style (visual/verbal, active/reflective). The results of the study suggested that the module is effective for visual, active, reflective but not for verbal learners. The researchers also compared the module effectiveness according to gender. The verbal and reflective modules were effective for female learners but not male learners. The module was later extended to other science subjects such as Biology and Chemistry and further implemented in a rural school in Negeri Sembilan. This article will focus on the effectiveness for improving students’ achievement and the usability of the implemented Biology PTechLS module in a Felda Learning Centre in Jempol District in Negeri Sembilan. The PTechLS module was implemented for two years from 2012 to 2014. In addition, usability evaluation involving user retrospective was conducted with two Biology teachers who were involved in implementing the PTechLS module.
Nowadays, when a great variety of methods is being widely used I think that, in order to learn physics successfully, it is enough to use only one method. Successful learning means realizing ”the curriculum of basic (general) education”. The comparison of the model of the scientific physics method (rational-empirical science) and the model of different processes of developing and forming of a human being’s competence as well as taking into consideration all known features of an effective individual and social activity of a human being allow me to formulate the following hypothesis.