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teaching</title> <meta name="description" content="Search results for: physics teaching"> <meta name="keywords" content="physics teaching"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="physics teaching"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3712</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: physics teaching</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3712</span> The Design of the Questionnaire of Attitudes in Physics Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Merlo">Ricardo Merlo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attitude is a hypothetical construct that can be significantly measured to know the favorable or unfavorable predisposition that students have towards the teaching of sciences such as Physics. Although the state-of-the-art attitude test used in Physics teaching indicated different design and validation models in different groups of students, the analysis of the weight given to each dimension that supported the attitude was scarcely evaluated. Then, in this work, a methodology of attitude questionnaire construction process was proposed that allowed the teacher to design and validate the measurement instrument for different subjects of Physics at the university level developed in the classroom according to the weight considered to the affective, knowledge, and behavioural dimensions. Finally, questionnaire models were tested for the case of incoming university students, achieving significant results in the improvement of Physics teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title=" physics teaching"> physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/182105/the-design-of-the-questionnaire-of-attitudes-in-physics-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3711</span> Effects of Teaching Strategies on Students Academic Achievement in Secondary Physics Education for Quality Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collins%20Molua">Collins Molua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the effect of Teaching Strategies on Academic Achievement in Secondary Physics Education as a quality assurance process for the teaching and learning of the subject. Teaching strategies investigated were the interactive, independent and dependent strategies. Three null hypotheses were tested at p< 0.05 using one instrument, physics achievement test(PAT).The data were analyzed using analysis of covariance (ANCOVA).Results showed that teaching strategies have significant effect on students achievement; the joint effect of the teaching strategies was also significant on students achievement in Physics. The interactive teaching strategies was recommended for teaching the subject and the students should be exposed to practical, computer literacy to stimulate interest and curiosity to enhance quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=assurance" title=" assurance"> assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/93246/effects-of-teaching-strategies-on-students-academic-achievement-in-secondary-physics-education-for-quality-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3710</span> Classical Physics against New Physics in Teaching Science </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricio%20Alberto%20Cullen">Patricio Alberto Cullen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching Science in high school has been decreasing its quality for several years, and it is an obvious theme of discussion over more than 30 years. As a teacher of Secondary Education and a Professor of Technological University was necessary to work with some projects that attempt to articulate the different methodologies and concepts between both levels. Teaching Physics in Engineering Career is running between two waters. Disciplinary content and inconsistent training students got in high school. In the heady times facing humanity, teaching Science has become a race against time, and this is where it is worth stopping. Professor of Physics has outdated teaching tools against the relentless growth of knowledge in the Academic World. So we have raised from a pedagogical point of view the following question: Laboratory practices must continue to focus on traditional physics or should develop alternatives between old practices and new physics methodologies. Faced with this paradox, we stopped to try to answer from our experience, and our teaching and learning practice. These are one of the greatest difficulties presented in the Engineering work. The physics team will try to find new methodologies that are appealing to the population of students in the 21st century. Currently, the methodology used is question students about their personal interests. Once discovered mentioned interests, will be held some lines of action to facilitate achieving the goals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20and%20university" title="high school and university">high school and university</a>, <a href="https://publications.waset.org/abstracts/search?q=level" title=" level"> level</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20physics" title=" teaching physics"> teaching physics</a> </p> <a href="https://publications.waset.org/abstracts/48573/classical-physics-against-new-physics-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3709</span> Teaching Physics: History, Models, and Transformation of Physics Education Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Didi%C5%9F%20K%C3%B6rhasan">N. Didiş Körhasan</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Kaltak%C3%A7%C4%B1%20G%C3%BCrel"> D. Kaltakçı Gürel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many students have difficulty in learning physics from elementary to university level. In addition, students' expectancy, attitude, and motivation may be influenced negatively with their experience (failure) and prejudice about physics learning. For this reason, physics educators, who are also physics teachers, search for the best ways to make students' learning of physics easier by considering cognitive, affective, and psychomotor issues in learning. This research critically discusses the history of physics education, fundamental pedagogical approaches, and models to teach physics, and transformation of physics education with recent research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title="pedagogy">pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/53785/teaching-physics-history-models-and-transformation-of-physics-education-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3708</span> Impact of Ethnoscience-Based Teaching Approach: Thinking Relevance, Effectiveness and Learner Retention in Physics Concepts of Optics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20C.Anamezie">Rose C.Anamezie</a>, <a href="https://publications.waset.org/abstracts/search?q=Mishack%20T.%20Gumbo"> Mishack T. Gumbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics learners’ poor retention, which culminates in poor achievement due to teaching approaches that are unrelated to learners’ in non-Western cultures, warranted the study. The tenet of this study was to determine the effectiveness of the ethnoscience-based teaching (EBT) approach on learners’ retention in the Physics concept of Optics in the Awka Education zone of Anambra State- Nigeria. Two research questions and three null hypotheses tested at a 0.05 level of significance guided the study. The design adopted for the study was Quasi-experimental. Specifically, a non-equivalent control group design was adopted. The population for the study was 4,825 SS2 Physics learners in the zone. 160 SS2 learners were sampled using purposive and random sampling. The experimental group was taught rectilinear propagation of light (RPL) using the EBT approach, while the control group was taught the same topic using the lecture method. The instrument for data collection was the 50 Physics Retention Test (PRT) which was validated by three experts and tested for reliability using Kuder-Richardson’s formula-20, which yielded coefficients of 0.81. The data were analysed using mean, standard deviation and analysis of co-variance (p< .05). The results showed higher retention for the use of the EBT approach than the lecture method, while there was no significant gender-based factor in the learners’ retention in Physics. It was recommended that the EBT approach, which bridged the gender gap in Physics retention, be adopted in secondary school teaching and learning since it could transform science teaching, enhance learners’ construction of new science concepts based on their existing knowledge and bridge the gap between Western science and learners’ worldviews. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ethnoscience-based%20teaching" title="Ethnoscience-based teaching">Ethnoscience-based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=optics" title=" optics"> optics</a>, <a href="https://publications.waset.org/abstracts/search?q=rectilinear%20propagation%20of%20light" title=" rectilinear propagation of light"> rectilinear propagation of light</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/163311/impact-of-ethnoscience-based-teaching-approach-thinking-relevance-effectiveness-and-learner-retention-in-physics-concepts-of-optics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3707</span> Enriching Interaction in the Classroom Based on Typologies of Experiments and Mathematization in Physics Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20Castiblanco">Olga Castiblanco</a>, <a href="https://publications.waset.org/abstracts/search?q=Diego%20Vizca%C3%ADno"> Diego Vizcaíno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changing the traditional way of using experimentation in science teaching is quite a challenge. This research results talk about the characterization of physics experiments, not because of the topic it deals with, nor depending on the material used in the assemblies, but related to the possibilities it offers to enrich interaction in the classroom and thereby contribute to the development of scientific thinking skills. It is an action-research of type intervention in the classroom, with four courses of Physics Teaching undergraduate students from a public university in Bogotá. This process allows characterizing typologies such as discrepant, homemade, illustrative, research, recreational, crucial, mental, and virtual experiments. Students' production and researchers' reports on each class were the most relevant data. Content analysis techniques let to categorize the information and obtain results on the richness that each typology of experiment offers when interacting in the classroom. Results show changes in the comprehension of new teachers' role, far from being the possessor and transmitter of the truth. Besides, they understand strategies to engage students effectively since the class advances extending ideas, reflections, debates, and questions, either towards themselves, their classmates, or the teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20teacher%20training" title="physics teacher training">physics teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=non-traditional%20experimentation" title=" non-traditional experimentation"> non-traditional experimentation</a>, <a href="https://publications.waset.org/abstracts/search?q=contextualized%20education" title=" contextualized education"> contextualized education</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics%20of%20physics" title=" didactics of physics"> didactics of physics</a> </p> <a href="https://publications.waset.org/abstracts/149151/enriching-interaction-in-the-classroom-based-on-typologies-of-experiments-and-mathematization-in-physics-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149151.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3706</span> Analysis of the Attitude of Students in the Use of Simulation in Physics Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Merlo">Ricardo Merlo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of simulation as a digital didactic tool allowed students to reproduce the laws of Physics in order to improve their academic performance. The didactic resource of simulation also favored the motivation of most of the young people, depending on the subject of Physics to be developed in the classroom and in that sense, it was significant to know the favorable or unfavorable attitude that the students presented about the use of simulation resources to maximize the anchorage of the contents planned for the different classes developed in the classroom. The different real-time simulation applications that were offered free of charge through the Internet were not presented as a specific resource that could be used in a didactic model, and in that framework, the teachers of Physics at the university level did not apply these resources in a systematic way with the knowledge of the favorable or unfavorable attitude of the students towards these didactic resources. For this reason, this work proposed the design and application of attitude questionnaires to enhance the use of those simulation resources that allowed for improving the quality of the class and the academic performance of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title="physics teaching">physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=didactic%20resources" title=" didactic resources"> didactic resources</a> </p> <a href="https://publications.waset.org/abstracts/182104/analysis-of-the-attitude-of-students-in-the-use-of-simulation-in-physics-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182104.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3705</span> Challenge in Teaching Physics during the Pandemic: Another Way of Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edson%20Pierre">Edson Pierre</a>, <a href="https://publications.waset.org/abstracts/search?q=Gustavo%20de%20Jesus%20Lopez%20Nunez"> Gustavo de Jesus Lopez Nunez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this work is to analyze how physics can be taught remotely through the use of platforms and software to attract the attention of 2nd-year high school students at Colégio Cívico Militar Professor Carmelita Souza Dias and point out how remote teaching can be a teaching-learning strategy during the period of social distancing. Teaching physics has been a challenge for teachers and students, permeating common sense with the great difficulty of teaching and learning the subject. The challenge increased in 2020 and 2021 with the impact caused by the new coronavirus pandemic (Sars-Cov-2) and its variants that have affected the entire world. With these changes, a new teaching modality emerged: remote teaching. It brought new challenges and one of them was promoting distance research experiences, especially in physics teaching, since there are learning difficulties and it is often impossible for the student to relate the theory observed in class with the reality that surrounds them. Teaching physics in schools faces some difficulties, which makes it increasingly less attractive for young people to choose this profession. Bearing in mind that the study of physics is very important, as it puts students in front of concrete and real situations, situations that physical principles can respond to, helping to understand nature, nourishing and nurturing a taste for science. The use of new platforms and software, such as PhET Interactive Simulations from the University of Colorado at Boulder, is a virtual laboratory that has numerous simulations of scientific experiments, which serve to improve the understanding of the content taught practically, facilitating student learning and absorption of content, being a simple, practical and free simulation tool, attracts more attention from students, causing them to acquire greater knowledge about the subject studied, or even a quiz, bringing certain healthy competitiveness to students, generating knowledge and interest in the themes used. The present study takes the Theory of Social Representations as a theoretical reference, examining the content and process of constructing the representations of teachers, subjects of our investigation, on the evaluation of teaching and learning processes, through a methodology of qualitative. The result of this work has shown that remote teaching was really a very important strategy for the process of teaching and learning physics in the 2nd year of high school. It provided greater interaction between the teacher and the student. Therefore, the teacher also plays a fundamental role since technology is increasingly present in the educational environment, and he is the main protagonist of this process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title="physics teaching">physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20learning" title=" remote learning"> remote learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/181694/challenge-in-teaching-physics-during-the-pandemic-another-way-of-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3704</span> A Low-Cost Experimental Approach for Teaching Energy Quantization: Determining the Planck Constant with Arduino and Led</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gast%C3%A3o%20Soares%20Ximenes%20de%20Oliveira">Gastão Soares Ximenes de Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Richar%20Nicol%C3%A1s%20Dur%C3%A1n"> Richar Nicolás Durán</a>, <a href="https://publications.waset.org/abstracts/search?q=Romeo%20Micah%20Szmoski"> Romeo Micah Szmoski</a>, <a href="https://publications.waset.org/abstracts/search?q=Eloiza%20Aparecida%20Avila%20de%20Matos"> Eloiza Aparecida Avila de Matos</a>, <a href="https://publications.waset.org/abstracts/search?q=Elano%20Gustavo%20Rein"> Elano Gustavo Rein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article aims to present an experimental method to determine Planck's constant by calculating the cutting potential V₀ from LEDs with different wavelengths. The experiment is designed using Arduino as a central tool in order to make the experimental activity more engaging and attractive for students with the use of digital technologies. From the characteristic curves of each LED, graphical analysis was used to obtain the cutting potential, and knowing the corresponding wavelength, it was possible to calculate Planck's constant. This constant was also obtained from the linear adjustment of the cutting potential graph by the frequency of each LED. Given the relevance of Planck's constant in physics, it is believed that this experiment can offer teachers the opportunity to approach concepts from modern physics, such as the quantization of energy, in a more accessible and applied way in the classroom. This will not only enrich students' understanding of the fundamental nature of matter but also encourage deeper engagement with the principles of quantum physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title="physics teaching">physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20physics" title=" modern physics"> modern physics</a>, <a href="https://publications.waset.org/abstracts/search?q=Planck%20constant" title=" Planck constant"> Planck constant</a>, <a href="https://publications.waset.org/abstracts/search?q=Arduino" title=" Arduino"> Arduino</a> </p> <a href="https://publications.waset.org/abstracts/173953/a-low-cost-experimental-approach-for-teaching-energy-quantization-determining-the-planck-constant-with-arduino-and-led" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3703</span> Physics Recitations for College Physics Courses Using Breakout Rooms during COVID Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pratheesh%20Jakkala">Pratheesh Jakkala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses the use of breakout sessions to conduct successful weekly physics recitations for College Physics I and II at a large University in remote teaching method during COVID-19 pandemic. All breakout sessions are synchronous, conducted live, and handled by teaching assistants. A two-prong approach is used to maintain the integrity of recitations. Three different conference platforms WebEx, Zoom, and Canvas conferences, were tested, and BigBlue button using Canvas was adopted. The results and experiences of all three learning platforms are presented in this paper. Recitation questions were assigned on WebAssign learning platform and a standard five-question template developed by the instructor was used for group discussions and active peer-peer engagement. Breakout sessions feature of BigBlueButton in Canvas conferences was successfully implemented. Each breakout session consists of a team of 4 students. An online whiteboard, chat window options were used for live teamwork. Student peer-peer interactions, Teaching Assistants’ interaction with students were video and audio recorded. A total of 72 students in College Physics II and 55 students in College Physics I was enrolled. 82% of students agreed that method under study is better than previous methods. The study addressed the quality of student teamwork, student attitude towards problem-solving, and student performance in the exams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recitations" title="recitations">recitations</a>, <a href="https://publications.waset.org/abstracts/search?q=breakout%20rooms" title=" breakout rooms"> breakout rooms</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20platforms" title=" online learning platforms"> online learning platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID%20pandemic" title=" COVID pandemic"> COVID pandemic</a> </p> <a href="https://publications.waset.org/abstracts/128259/physics-recitations-for-college-physics-courses-using-breakout-rooms-during-covid-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3702</span> Teaching and Learning Physics via GPS and WikiS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hashini%20E.%20Mohottala">Hashini E. Mohottala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We report the combine use of Wikispaces (WikiS) and Group Problem Solving (GPS) sessions conducted in the introductory level physics classes. As a part of this new teaching tool, some essay type problems were posted on the WikiS in weekly basis and students were encouraged to participate in problem solving without providing numerical final answers but the steps. Wikispace is used as a platform for students to meet online and create discussions. Each week students were further evaluated on problem solving skills opening up more opportunity for peer interaction through GPS. Each group was given a different problem to solve and the answers were graded. Students developed a set of skills in decision-making, problem solving, communication, negotiation, critical and independent thinking and teamwork through the combination of WikiS and GPS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20problem%20solving%20%28GPS%29" title="group problem solving (GPS)">group problem solving (GPS)</a>, <a href="https://publications.waset.org/abstracts/search?q=wikispace%20%28WikiS%29" title=" wikispace (WikiS)"> wikispace (WikiS)</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/18720/teaching-and-learning-physics-via-gps-and-wikis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3701</span> The Didactic Transposition in Brazilian High School Physics Textbooks: A Comparative Study of Didactic Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leandro%20Marcos%20Alves%20Vaz">Leandro Marcos Alves Vaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, we analyze the different approaches to the topic Magnetism of Matter in physics textbooks of Brazilian schools. For this, we compared the approach to the concepts of the magnetic characteristics of materials (diamagnetism, paramagnetism, ferromagnetism and antiferromagnetism) in different sources of information and in different levels of education, from Higher Education to High School. In this sense, we used as reference the theory of the Didactic Transposition of Yves Chevallard, a French educational theorist, who conceived in his theory three types of knowledge – Scholarly Knowledge, Knowledge to be taught and Taught Knowledge – related to teaching practice. As a research methodology, from the reading of the works used in teacher training and those destined to basic education students, we compared the treatment of a higher education physics book, a scientific article published in a Brazilian journal of the educational area, and four high school textbooks, in order to establish in which there is a greater or lesser degree of approximation with the knowledge produced by the scholars – scholarly knowledge – or even with the knowledge to be taught (to that found in books intended for teaching). Thus, we evaluated the level of proximity of the subjects conveyed in high school and higher education, as well as the relevance that some textbook authors give to the theme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20physics%20books" title="Brazilian physics books">Brazilian physics books</a>, <a href="https://publications.waset.org/abstracts/search?q=didactic%20transposition" title=" didactic transposition"> didactic transposition</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetism%20of%20matter" title=" magnetism of matter"> magnetism of matter</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20of%20physics" title=" teaching of physics"> teaching of physics</a> </p> <a href="https://publications.waset.org/abstracts/68437/the-didactic-transposition-in-brazilian-high-school-physics-textbooks-a-comparative-study-of-didactic-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68437.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3700</span> Mobile Games Applications Android-Based Physics Education to Improve Student Motivation and Interest in Learning Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizky%20Dwi%20A">Rizky Dwi A</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikha%20Herlina%20Pi"> Mikha Herlina Pi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics lessons for high school students, especially in Indonesia is less desirable because many people believe that physics is very difficult, especially the development of increasingly sophisticated era make online gaming more attractive many people especially school children with a variety of increasingly sophisticated gadgets. Therefore, if those two things combined to attract students in physics, the physics-based educational game android can motivate students' interest and understanding of the physics because while playing, they can also learn physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20physics" title=" game physics"> game physics</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=student%27s%20motivation" title=" student's motivation"> student's motivation</a> </p> <a href="https://publications.waset.org/abstracts/39431/mobile-games-applications-android-based-physics-education-to-improve-student-motivation-and-interest-in-learning-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3699</span> Expert and Novice Problem-Solvers Differences: A Discourse for Effective Teaching Delivery in Physics Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Sa%E2%80%99adatu%20Mohammed">Abubakar Sa’adatu Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a study of problem solving differences between expert and novice Problem solvers for effective physics teaching. Significant differences were found both at the conceptual level and at the level of critical thinking, creative thinking and reasoning. It is suggested for a successful solution of a problem, conceptual knowledge alone may not be sufficient. There is the need of the knowledge of how the conceptual knowledge should be applied (problem solving skills). It is hoped that this research might contribute to efforts of exploring ways for students to acquire a powerful conceptual toolkit based on experts like problem solvers approach for effective teaching delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge" title="conceptual knowledge">conceptual knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning%20ability" title=" reasoning ability"> reasoning ability</a> </p> <a href="https://publications.waset.org/abstracts/37987/expert-and-novice-problem-solvers-differences-a-discourse-for-effective-teaching-delivery-in-physics-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37987.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3698</span> Virtual Practical Work as Formation of Physics Concept for Student</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sepdiana%20W.%20Rahmawati">Sepdiana W. Rahmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Santi%20A.%20P.%20Anggraini"> Santi A. P. Anggraini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world of education has made progress with the various new technologies with help of computer. No exception physics education, especially virtual physics practical work. By doing practical work, memory of physics concept will be more advantageous for student and they will understand the essence of actual physics, not only spiked formula. With help of computers, created a variety of applications that can be used by students to perform virtual practical work and students will start thinking systematically to be able find its own concepts and understand the application of physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=essence%20of%20physics" title="essence of physics">essence of physics</a>, <a href="https://publications.waset.org/abstracts/search?q=formation%20concept" title=" formation concept"> formation concept</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20concept" title=" physics concept"> physics concept</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20practical%20work" title=" virtual practical work"> virtual practical work</a> </p> <a href="https://publications.waset.org/abstracts/39435/virtual-practical-work-as-formation-of-physics-concept-for-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39435.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3697</span> Monitoring and Evaluation of Master Science Trainee Educational Students to their Practicum in Teaching Physics for Improving and Creating Attitude Skills for Sustainable Developing Upper Secondary Students in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Santiboon">T. Santiboon</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Tongbu"> S. Tongbu</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20S.%20Saihong"> P. S. Saihong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on investigating students' perceptions of their physics classroom learning environments of their individualizations and their interactions with the instructional practicum in teaching physics of the master science trainee educational students for improving and creating attitude skills’ sustainable development toward physics for upper secondary educational students in Thailand. Associations between these perceptions and students' attitudes toward physics were also determined. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI) modified from the original Science Laboratory Environment Inventory. The 25-item Individualized Classroom Environment Questionnaire (ICEQ) was assessed those dimensions which distinguish individualized physics classrooms from convention on individualized open and inquiry-based education Teacher-student interactions were assessed with the 48-item Questionnaires on Teacher Interaction (QTI). Both these questionnaires have an Actual Form (assesses the class as it actually is) and a Preferred Form (asks the students what they would prefer their class to be like - the ideal situation). Students’ creating attitude skills’ sustainable development toward physics were assessed with the Test Of Physics-Related Attitude (TOPRA) modified from the original Test Of Science-Related Attitude (TOSRA) The questionnaires were administered in three phases with the Custer Random Sampling technique to a sample consisted of 989 students in 28 physics classes from 10 schools at the grade 10, 11, and 12 levels in the Secondary Educational Service Area 26 (Maha Sarakham Province) and Area 27 (Roi-Et). Statistically significant differences were found between the students' perceptions of actual-1, actual-2 and preferred environments of their physics laboratory and distinguish individualized classrooms, and teacher interpersonal behaviors with their improving and creating attitudes skills’ sustainable development to their physics classes also were found. Predictions of the monitoring and evaluation of master science trainee educational students of their practicum in teaching physics; students’ skills developments of their physics achievements’ sustainable for the set of actual and preferred environments as a whole and physics related attitudes also were correlated. The R2 values indicate that 58%, 67%, and 84% of the variances in students’ attitudes to their actuale-1, actual-2 and preferred for the PLEI; 42%,science trainee educational students of their practicum in teaching physics; students’ skill developments of their physics achievements’ sustainable for the set of actual and preferred environments as a whole and physics related attitudes also were correlated. The R2 values indicate that 58%, 67%, and 84% of the variances in students’ attitudes to their actuale-1, actual-2 and preferred for the PLEI; 42%, 63%, and 72% for the ICEQ, and 38%, 59%, and 68% for the QTI in physics environment classes were attributable to their perceptions of their actual and preferred physics environments and their developing creative science skills’ sustainable toward physics, consequently. Based on all the findings, suggestions for improving the physics laboratory and individualized classes and teacher interpersonal behaviors with students' perceptions are provided of their improving and creating attitude skills’ sustainable development by the master science trainee educational students ’ instructional administrations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=promotion" title="promotion">promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20model" title=" instructional model"> instructional model</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20method" title=" qualitative method"> qualitative method</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title=" reflective thinking"> reflective thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=trainee%20teacher%20student" title=" trainee teacher student"> trainee teacher student</a> </p> <a href="https://publications.waset.org/abstracts/52381/monitoring-and-evaluation-of-master-science-trainee-educational-students-to-their-practicum-in-teaching-physics-for-improving-and-creating-attitude-skills-for-sustainable-developing-upper-secondary-students-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52381.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">268</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3696</span> A Research on Flipped-Classroom Teaching Model in English for Academic Purpose Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Shuang">Li Shuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rigid teaching procedures and limited academic performance assessment methods, traditional teaching model stands in the way of college English reform in China, which features EAP (English for Academic Purpose) teaching. Flipped-classroom teaching, which has been extensively applied to science subjects teaching, however, covers the shortage of traditional teaching model in EAP teaching, via creatively inverting traditional teaching procedures. Besides, the application of flipped-classroom teaching model in EAP teaching also proves that this new teaching philosophy is not confined to science subjects teaching; it goes perfectly well with liberal-arts subjects teaching. Data analysis, desk research survey, and comparative study are referred to in the essay so as to prove its feasibility and advantages in EAP teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EAP" title="EAP">EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching%20method" title=" traditional teaching method"> traditional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped-classroom%20teaching%20model" title=" flipped-classroom teaching model"> flipped-classroom teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model%20design" title=" teaching model design"> teaching model design</a> </p> <a href="https://publications.waset.org/abstracts/76113/a-research-on-flipped-classroom-teaching-model-in-english-for-academic-purpose-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3695</span> The Impact of Physics Taught with Simulators and Texts in Brazilian High School: A Study in the Adult and Youth Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leandro%20Marcos%20Alves%20Vaz">Leandro Marcos Alves Vaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teaching of physics in Brazilian public schools emphasizes strongly the theoretical aspects of this science, showing its philosophical and mathematical basis, but neglecting its experimental character. Perhaps the lack of science laboratories explains this practice. In this work, we present a method of teaching physics using the computer. As alternatives to real experiments, we have the trials through simulators, many of which are free software available on the internet. In order to develop a study on the use of simulators in teaching, knowing the impossibility of simulations on all topics in a given subject, we combined these programs with phenomenological and/or experimental texts in order to mitigate this limitation. This study proposes the use of simulators and the debate using phenomenological/experimental texts on electrostatic theme in groups of the 3rd year of EJA (Adult and Youth Education) in order to verify the advantages of this methodology. Some benefits of the hybridization of the traditional method with the tools used were: Greater motivation of the students in learning, development of experimental notions, proactive socialization to learning, greater easiness to understand some concepts and the creation of collaborative activities that can reduce timidity of part of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experimentation" title="experimentation">experimentation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20physical" title=" learning physical"> learning physical</a>, <a href="https://publications.waset.org/abstracts/search?q=simulators" title=" simulators"> simulators</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20and%20adult" title=" youth and adult"> youth and adult</a> </p> <a href="https://publications.waset.org/abstracts/68443/the-impact-of-physics-taught-with-simulators-and-texts-in-brazilian-high-school-a-study-in-the-adult-and-youth-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">287</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3694</span> Development and Validation of an Electronic Module in Linear Motion for First Year College Students of Iloilo City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Donna%20H.%20Gabor">Donna H. Gabor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to develop and validate an electronic module in physics for first-year college students of Iloilo and find out if there would be a significant difference in the performance of students before and after using the electronic module. The e-module was composed of one topic with two sub-lessons in linear motion (kinematics). The participants of the study were classified into three groups: the subject matter experts who are physics instructors who suggested the content, physical appearance, and limitations of the e-module; the IT experts who are active both in teaching and developing computer programs; and 28 students divided into two groups, 15 in the pilot group and 13 in the final test group. A researcher created 30 items checklist form (difficulty of a sample problem, comprehension, application, and definition of terms) was prepared and validated by the experts in subject matter for gathering data. To test the difference in student performance in physics, the researcher prepared an achievement test containing 25 items, multiple choices. The findings revealed that there was an increase in the performance of students in the pretest and post-test. T-test results revealed that there was a significant difference in the test scores of the students before and after using the module which can be used as a future reference for linear motion as an additional teaching tool in physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20module" title="electronic module">electronic module</a>, <a href="https://publications.waset.org/abstracts/search?q=kinematics" title=" kinematics"> kinematics</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20motion" title=" linear motion"> linear motion</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/112519/development-and-validation-of-an-electronic-module-in-linear-motion-for-first-year-college-students-of-iloilo-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112519.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3693</span> A Comparative Study on the Development of Webquest and Online Treasure Hunt as Instructional Materials in Teaching Motion in One Dimension for Grade VII Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Anthony%20Burdeos">Mark Anthony Burdeos</a>, <a href="https://publications.waset.org/abstracts/search?q=Kara%20Ella%20Catoto"> Kara Ella Catoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Alraine%20Pauyon"> Alraine Pauyon</a>, <a href="https://publications.waset.org/abstracts/search?q=Elesar%20Malicoban"> Elesar Malicoban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study sought to develop, validate, and implement the WebQuest and Online Treasure Hunt as instructional materials in teaching Motion in One Dimension for Grade 7 students and to determine its effects on the students’ conceptual learning, performance and attitude towards Physics. In the development stage, several steps were taken, such as the actual planning and developing the WebQuest and Online Treasure Hunt and making the lesson plan and achievement test. The content and the ICT(Information Communications Technology) effect of the developed instructional materials were evaluated by the Content and ICT experts using adapted evaluation forms. During the implementation, pretest and posttest were administered to determine students’ performance, and pre-attitude and post-attitude tests to investigate students’ attitudes towards Physics before and after the WebQuest and Online Treasure Hunt activity. The developed WebQuest and Online Treasure Hunt passed the validation of Content experts and ICT experts. Students acquired more knowledge on Motion in One Dimension and gained a positive attitude towards Physics after the utilization of WebQuest and Online Treasure Hunt, evidenced significantly higher scores in posttest compared to pretest and higher ratings in post-attitude than pre-attitude. The developed WebQuest and Online Treasure Hunt were proven good in quality and effective materials in teaching Motion in One Dimension and developing a positive attitude towards Physics. However, students performed better in the pretest and posttest and rated higher in the pre-attitude and post-attitude tests in the WebQuest than in the Online Treasure Hunt. This study would provide significant learning experiences to the students that would be useful in building their knowledge, in understanding concepts in a most understandable way, in exercising to use their higher-order thinking skills, and in utilizing their capabilities and abilities to relate Physics topics to real-life situations thereby, students can have in-depth learning about Motion in One Dimension. This study would help teachers to enhance the teaching strategies as the two instructional materials provide interesting, engaging, and innovative teaching-learning experiences for the learners, which are helpful in increasing the level of their motivation and participation in learning Physics. In addition, it would provide information as a reference in using technology in the classroom and to determine which of the two instructional materials, WebQuest and Online Treasure Hunt, is suitable for the teaching-learning process in Motion in One Dimension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20integration" title="ICT integration">ICT integration</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20in%20one%20dimension" title=" motion in one dimension"> motion in one dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20treasure%20hunt" title=" online treasure hunt"> online treasure hunt</a>, <a href="https://publications.waset.org/abstracts/search?q=Webquest" title=" Webquest"> Webquest</a> </p> <a href="https://publications.waset.org/abstracts/136986/a-comparative-study-on-the-development-of-webquest-and-online-treasure-hunt-as-instructional-materials-in-teaching-motion-in-one-dimension-for-grade-vii-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136986.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3692</span> Revising the Student Experiment Materials and Practices at the National University of Laos</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Syhalath%20Xaphakdy">Syhalath Xaphakdy</a>, <a href="https://publications.waset.org/abstracts/search?q=Toshio%20Nagata"> Toshio Nagata</a>, <a href="https://publications.waset.org/abstracts/search?q=Saykham%20Phommathat"> Saykham Phommathat</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavy%20Souwannavong"> Pavy Souwannavong</a>, <a href="https://publications.waset.org/abstracts/search?q=Vilayvanh%20Srithilat"> Vilayvanh Srithilat</a>, <a href="https://publications.waset.org/abstracts/search?q=Phoxay%20Sengdala"> Phoxay Sengdala</a>, <a href="https://publications.waset.org/abstracts/search?q=Bounaom%20Phetarnousone"> Bounaom Phetarnousone</a>, <a href="https://publications.waset.org/abstracts/search?q=Boualay%20Siharath"> Boualay Siharath</a>, <a href="https://publications.waset.org/abstracts/search?q=Xaya%20Chemcheng"> Xaya Chemcheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The National University of Laos (NUOL) invited a group of volunteers from the Japan International Cooperation Agency (JICA) to revise the physics experiments to utilize the materials that were already available to students. The intension was to review and revise the materials regularly utilized in physics class. The project had access to limited materials and a small budget for the class in the unit; however, by developing experimental textbooks related to mechanics, electricity, and wave and vibration, the group found a way to apply them in the classroom and enhance the students teaching activities. The aim was to introduce a way to incorporate the materials and practices in the classroom to enhance the students learning and teaching skills, particularly when they graduate and begin working as high school teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NUOL" title="NUOL">NUOL</a>, <a href="https://publications.waset.org/abstracts/search?q=JICA" title=" JICA"> JICA</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20experiment%20materials" title=" physics experiment materials"> physics experiment materials</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20budget" title=" small budget"> small budget</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanics" title=" mechanics"> mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=electricity" title=" electricity"> electricity</a> </p> <a href="https://publications.waset.org/abstracts/49225/revising-the-student-experiment-materials-and-practices-at-the-national-university-of-laos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3691</span> Conducting Computational Physics Laboratory Course Using Cloud Storage Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Wadhwa">Ajay Wadhwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Laboratory course on computational physics is different from the conventional lab course on other topics of physics like Mechanics, Heat, Optics, etc. because it involves active participation of the teacher as well as one-to-one interaction between teacher and the student. The course content requires the teacher to teach programming language as well as numerical methods along with their applications in physics. The task becomes more daunting when about 90% of the students in the class have no previous experience of any programming language. In the presented work, we have described a methodology for conducting the computational physics course by using the Google Drive and Dropitto.me cloud storage services. We have evaluated the performance in a class of sixty students by dividing them equally into four groups. One of the groups was made the peer group on whom the presented methodology was tested. The other groups were taught by using conventional method of classroom lectures. In order to assess our methodology, we analyzed the performance of students in four class tests. A study of certain statistical parameters like the mean, standard deviation, and Z-test hypothesis revealed that the cyber methodology based on cloud storage is more efficient than the conventional method of teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computational%20Physics" title="computational Physics">computational Physics</a>, <a href="https://publications.waset.org/abstracts/search?q=Z-test%20hypothesis" title=" Z-test hypothesis"> Z-test hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20storage" title=" cloud storage"> cloud storage</a>, <a href="https://publications.waset.org/abstracts/search?q=Google%20drive" title=" Google drive"> Google drive</a> </p> <a href="https://publications.waset.org/abstracts/56311/conducting-computational-physics-laboratory-course-using-cloud-storage-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3690</span> The Effect of 'Teachers Teaching Teachers' Professional Development Course on Teachers’ Achievement and Classroom Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuri%20Balta">Nuri Balta</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Eryilmaz"> Ali Eryilmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High-quality teachers are the key to improve student learning. Without a professional development of the teachers, the improvement of student success is difficult and incomplete. This study offers an in-service training course model for professional development of teachers (PD) entitled "teachers teaching teachers" (TTT). The basic premise of the PD program, designed for this study, was primarily aimed to increase the subject matter knowledge of high school physics teachers. The TTT course (the three hour long workshops), organized for this study, lasted for seven weeks with seventeen teachers took part in the TTT program at different amounts. In this study, the effect of the TTT program on teachers’ knowledge improvement was searched through the modern physics unit (MPU). The participating teachers taught the unit to one of their grade ten classes earlier, and they taught another equivalent class two months later. They were observed in their classes both before and after TTT program. The teachers were divided into placebo and the treatment groups. The aim of Solomon four-group design is an attempt to eliminate the possible effect of pre-test. However, in this study the similar design was used to eliminate the effect of pre teaching. The placebo group teachers taught their both classes as regular and the treatment group teachers had TTT program between the two teachings. The class observation results showed that the TTT program increased teachers’ knowledge and skills in teaching MPU. Further, participating in the TTT program caused teachers to teach the MPU in accordance with the requirements of the curriculum. In order to see any change in participating teachers’ success, an achievement test was applied to them. A large effect size (dCohen=.93) was calculated for the effect of TTT program on treatment group teachers’ achievement. The results suggest that staff developers should consider including topics, attractive to teachers, in-service training programs (a) to help teachers’ practice teaching the new topics (b) to increase the participation rate. During the conduction of the TTT courses, it was observed that teachers could not end some discussions and explain some concepts. It is now clear that teachers need support, especially when discussing counterintuitive concepts such as modern physics concepts. For this reason it is recommended that content focused PD programs be conducted at the helm of a scholarly coach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20physics" title="high school physics">high school physics</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service%20training%20course" title=" in-service training course"> in-service training course</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20physics%20unit" title=" modern physics unit"> modern physics unit</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/69622/the-effect-of-teachers-teaching-teachers-professional-development-course-on-teachers-achievement-and-classroom-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3689</span> Physics’s Practical Based on Android as a Motivator in Learning Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuni%20Rochmawati">Yuni Rochmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Luluk%20Il%20Mukarromah"> Luluk Il Mukarromah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Android is a mobile operating system (OS) based on the linux kerrnel and currently developed by google. With a user interface based on direct manipulation, Android is designed primarily for touchscreen mobile deviced such as smartphone and tablet computer, with specialized user interface for television (Android TV), cars (Android Auto), and wrist watches (Android Wear). Now, almost all peoples using smartphone. Smartphone seems to be a must-have object, because smartphone has many benefits. In addition, of course smartphone have many benefits for education, like resume of lesson that form of e-book. However, this article is not about resume of lesson. This article is about practical based on android, exactly for physics. Therefore, we will explain our idea about physics’s practical based on android and for output, we wish many students will be like to studying physics and always remember about physics’s phenomenon by physics’s practical based on android. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=android" title="android">android</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=practical" title=" practical"> practical</a> </p> <a href="https://publications.waset.org/abstracts/39584/physicss-practical-based-on-android-as-a-motivator-in-learning-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3688</span> ICT-based Methodologies and Students’ Academic Performance and Retention in Physics: A Case with Newton Laws of Motion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Ocheleka%20Aniedi%20A.%20Udo">Gabriel Ocheleka Aniedi A. Udo</a>, <a href="https://publications.waset.org/abstracts/search?q=Patum%20Wasinda"> Patum Wasinda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was carried out to appraise the impact of ICT-based teaching methodologies (video-taped instructions and Power Point presentations) on academic performance and retention of secondary school students in Physics, with particular interest in Newton Laws of Motion. The study was conducted in Cross River State, Nigeria, with a quasi-experimental research design using non-randomised pre-test and post-test control group. The sample for the study consisted of 176 SS2 students drawn from four intact classes of four secondary schools within the study area. Physics Achievement Test (PAT), with a reliability coefficient of 0.85, was used for data collection. Mean and Analysis of Covariance (ANCOVA) was used in the treatment of the obtained data. The results of the study showed that there was a significant difference in the academic performance and retention of students taught using video-taped instructions and those taught using power point presentations. Findings of the study showed that students taught using video-taped instructions had a higher academic performance and retention than those taught using power point presentations. The study concludes that the use of blended ICT-based teaching methods can improve learner’s academic performance and retention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20taped%20instruction%20%28VTI%29" title="video taped instruction (VTI)">video taped instruction (VTI)</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20point%20presentation%20%28PPT%29" title=" power point presentation (PPT)"> power point presentation (PPT)</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/169747/ict-based-methodologies-and-students-academic-performance-and-retention-in-physics-a-case-with-newton-laws-of-motion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169747.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3687</span> Application of Web Aided Education on Laboratory of the Physics Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nigmet%20Koklu">Nigmet Koklu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dundar%20Yener"> Dundar Yener</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, distance education that make use of web technology is used widely all around the world to overcome geographical and time based problems in education. Graphics, animation and other auxiliary visual sources help student to understand the subjects easily. Especially some theoretical courses that are quite difficult to understand such as physics and chemistry require visual material for students to understand topics clearly. In this study, physics applications for laboratory of physics course were developed. All facilities of web-based educational technology were used for students in laboratory studies to avoid making mistakes and to learn better physics subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title="physics education">physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20education" title=" web-based education"> web-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/14604/application-of-web-aided-education-on-laboratory-of-the-physics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14604.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3686</span> Teaching Light Polarization by Putting Art and Physics Together</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fabrizio%20Logiurato">Fabrizio Logiurato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Light Polarization has many technological applications, and its discovery was crucial to reveal the transverse nature of the electromagnetic waves. However, despite its fundamental and practical importance, in high school, this property of light is often neglected. This is a pity not only for its conceptual relevance, but also because polarization gives the possibility to perform many brilliant experiments with low cost materials. Moreover, the treatment of this matter lends very well to an interdisciplinary approach between art, biology and technology, which usually makes things more interesting to students. For these reasons, we have developed, and in this work, we introduce a laboratory on light polarization for high school and undergraduate students. They can see beautiful pictures when birefringent materials are set between two crossed polarizing filters. Pupils are very fascinated and drawn into by what they observe. The colourful images remind them of those ones of abstract painting or alien landscapes. With this multidisciplinary teaching method, students are more engaged and participative, and also, the learning process of the respective physics concepts is more effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=light%20polarization" title="light polarization">light polarization</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20activity" title=" optical activity"> optical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20education" title=" multidisciplinary education"> multidisciplinary education</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20art" title=" science and art"> science and art</a> </p> <a href="https://publications.waset.org/abstracts/61930/teaching-light-polarization-by-putting-art-and-physics-together" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">212</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3685</span> Impact of Using Peer Instruction and PhET Simulations on the Motivation and Physics Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaypee%20Limueco">Jaypee Limueco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focused on the impact of Peer Instruction and PhET Simulations on the level of motivation and Physics anxiety of Grade 9 students. Two groups of students were used in the study. The experimental group involved 65 registered students while the control group has 64 registered students. To determine the level of motivation of students in learning physics, the Physics Motivation Questionnaire was administered. On the other hand, to determine the level of Physics anxiety of the students in each group, Physics Anxiety Rating Scale was used. Peer Instruction supplemented with PhET simulations was implemented in the experimental group while the traditional lecture method was used in the control group. Both instruments were again administered after the implementation of the two different teaching approaches. “Wilcoxon Signed Rank test” was used to test the significant difference between pretest and posttest of each group. “Mann Whitney U” was used to test if significant differences exist between each group before and after instruction. Results showed that there is no significant difference between the level of motivation and anxiety of the experimental and control group before the implementation at p<0.05 significance level. It implies that the students have the same level of motivation and physics anxiety before instruction. However, the results of both tests have significant differences between the groups after instruction. It is also found that there is a significant positive change in the responses of the students in the experimental group while no change was evident on the control. The result of the analysis of the Mann Whitney U shows that the change in the attributes of the students is caused by the treatment. Therefore, it is concluded that Peer Instruction and PhET simulation helped in alleviating motivation of students and minimizing their anxiety towards Physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20instruction" title=" peer instruction"> peer instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=PhET%20simulations" title=" PhET simulations"> PhET simulations</a> </p> <a href="https://publications.waset.org/abstracts/55895/impact-of-using-peer-instruction-and-phet-simulations-on-the-motivation-and-physics-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3684</span> High School Stem Curriculum and Example of Laboratory Work That Shows How Microcomputers Can Help in Understanding of Physical Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Slugan">Jelena Slugan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivica%20Ru%C5%BEi%C4%87"> Ivica Ružić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We are witnessing the rapid development of technologies that change the world around us. However, curriculums and teaching processes are often slow to adapt to the change; it takes time, money and expertise to implement technology in the classroom. Therefore, the University of Split, Croatia, partnered with local school Marko Marulić High School and created the project "Modern competence in modern high schools" as part of which five different curriculums for STEM areas were developed. One of the curriculums involves combining information technology with physics. The main idea was to teach students how to use different circuits and microcomputers to explore nature and physical phenomena. As a result, using electrical circuits, students are able to recreate in the classroom the phenomena that they observe every day in their environment. So far, high school students had very little opportunity to perform experiments independently, and especially, those physics experiment did not involve ICT. Therefore, this project has a great importance, because the students will finally get a chance to develop themselves in accordance to modern technologies. This paper presents some new methods of teaching physics that will help students to develop experimental skills through the study of deterministic nature of physical laws. Students will learn how to formulate hypotheses, model physical problems using the electronic circuits and evaluate their results. While doing that, they will also acquire useful problem solving skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20in%20physics" title="ICT in physics">ICT in physics</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20activities" title=" laboratory activities"> laboratory activities</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20%28science" title=" STEM (science"> STEM (science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%29" title=" mathematics)"> mathematics)</a> </p> <a href="https://publications.waset.org/abstracts/72981/high-school-stem-curriculum-and-example-of-laboratory-work-that-shows-how-microcomputers-can-help-in-understanding-of-physical-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3683</span> Implementation Principles and Strategies of Bilingual Teaching in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinfen%20Chen">Chinfen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to focus on the challenges and doubts encountered in the implementation of ‘bilingual teaching in some fields of courses’, and propose implementation principles and strategies from the four areas of curriculum design, teaching strategies, teaching language application, and bilingual teaching implementation and operation, as a school The administrative team considers when planning bilingual teaching and also clarifies teachers' doubts about the implementation of bilingual teaching to enhance their willingness and confidence to participate in bilingual teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education%20policy" title="bilingual education policy">bilingual education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion" title=" language immersion"> language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20bilingual%20education" title=" partial bilingual education"> partial bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20knowledge%20and%20target%20language%20acquisition" title=" content knowledge and target language acquisition"> content knowledge and target language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20teaching." title=" inquiry-based teaching."> inquiry-based teaching.</a> </p> <a href="https://publications.waset.org/abstracts/186675/implementation-principles-and-strategies-of-bilingual-teaching-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> 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