Physics Course Research Articles

Navigating blended learning: how to succeed with both online and physical course materials

Navigating blended learning: how to succeed with both online and physical course materials

Actividades Experimentais de Física de Baixo Custo: Um exemplo particular na 10ª Classe do curso de Ciências Físicas e Biológicas

The research focused on experimental activities, in the form of low-cost laboratory practice, with the aim of analyzing the reality of teachers in the teaching-learning process of physics in the 10th grade of the Physical and Biological Sciences course. An experimental study was carried out at the Secondary School Liceu 26 de Abril no. 1677 in the Municipality of Lubango, Huíla Province, Republic of Angola. Questionnaires were used as research tool, allowing a quantitative approach to be reported, using the statistical method in laboratory practice. There was a 100% sample of 6 teachers who teach physics and a 25% sample of 367 students. Once the diagnosis had been made, it was found that the institution in question does not have a laboratory equipped to carry out experimental activities, either with low-cost materials or with recycled materials and, of the few laboratory practices observed, there was no example of a calculation that included analysis of the theory of error for direct or indirect measurement.

Instructor Interactions That Women in Physics Courses Find Condescending or Intimidating

Instructor Interactions That Women in Physics Courses Find Condescending or Intimidating

Laboratory work in physics "The study of uniformly accelerated motion without initial velocity" using a robotic kit LEGO MINDSTORMS EDUCATION EV3

The article presents an example of using a robotic kit at physics and informatics lessons — a laboratory work "The study of uniformly accelerated motion without initial velocity" using the LEGO MINDSTORMS EDUCATION EV3 kit. This work is intended for students in 9–10th grades when studying uniformly accelerated motion in a physics course. During the laboratory work, it is necessary to: assemble an experimental setup and create a program for the EV3 control module, which should record the time of movement of a ball along an inclined chute with output to the EV3 module screen; enter the obtained measurement results into a calculation table compiled in an electronic spreadsheet, into which formulas for automatic calculation of acceleration and instantaneous velocity of the ball are preliminarily entered. The laboratory work can be carried out both in a physics and an informatics lessons, and in an optional lesson, you can also conduct an integrated physics and informatics lesson. The use of robotic modeling introduces students to the modern process of conducting physical research (experiments), helps to increase students' interest in experimental work, develop their skills in using robots in research and motivation for engineering and technical creativity.

Bioscience Students in Physics Courses with Higher Test Anxiety Have Lower Grades on High-Stakes Assessments and Women Report More Test Anxiety than Men

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields. Additionally, the management of test anxiety can improve self-efficacy, which is a construct that has been well studied in the physics context. In this study, we investigated the relationship between self-efficacy, test anxiety, and gender differences in performance in a two-semester-long introductory physics course sequence for bioscience students in which women outnumber men. Using validated survey data and grade information from students in a two-semester introductory physics course sequence, we compared the predictive power of self-efficacy and test anxiety on female and male students’ performance on both low- and high-stakes assessments. We found that there were gender differences disadvantaging women in self-efficacy and test anxiety in both Physics 1 and Physics 2, as well as gender differences in high-stakes outcomes in Physics 1. There were no gender differences in low-stakes assessment scores. We also found that self-efficacy and test anxiety predicted high-stakes (but not low-stakes) assessment outcomes in both Physics 1 and Physics 2. Comparison of these findings with prior studies involving physical science and engineering students shows that although women outnumber men in physics courses for bioscience students and the career goals of bioscience students are very different from the earlier researched group, most of the negative trends hold even for this new population. Thus, these findings, in a new context involving bioscience students in physics courses, are very important because they reinforce the systemic nature of women being affected more adversely by anxiety in high-stakes assessments, which is a threat to creating equitable and inclusive learning environments. An important implication is that course instructors should carefully consider how high-stakes and low-stakes assessments are used to determine grades and how to create an overall equitable, inclusive, and low-anxiety learning environment.

Retraction Note: Application of adaptive moving object detection and edge calculation in police physical education training app course

Retraction Note: Application of adaptive moving object detection and edge calculation in police physical education training app course

On the methodological aspect in the course of general physics at the university

The article analyzes the importance of the methodological aspect in teaching the course of general physics at the university, which is still given insufficient attention. The role of this component in the formation of students' ideas about the physical picture of the world, as the dominant element of the scientific picture of the world, is emphasized. The methodological requirement for the presentation of methodological issues of physics is considered. Examples of the presentation of these issues in the course of physics are given. It is noted that the formation of the personality of a specialist, as self-sufficient and capable of self-development is not possible without the study of methodological problems.

The deep learning-based physical education course recommendation system under the internet of things

This study aims to propose a deep learning (DL)-based physical education course recommendation system by combining the Internet of Things (IoT) technology and DL, to improve the accuracy and personalization of recommendation. Firstly, IoT devices such as smart bracelets and smart clothing are used to monitor students' physiological data in real-time, and IoT sensors are utilized to sense the environment around students. Secondly, IoT devices capture students' social interactions with their peers, recommending socially oriented courses. Meanwhile, by integrating IoT data with students' academic data, course recommendations are optimized to match students' learning progress and schedule. Finally, Generative Adversarial Network (GAN) models, especially the improved Regularization Penalty Conditional Feature Generative Adversarial Network (RP-CFGAN) model, deal with data sparsity and cold start problems. The experimental results show that this model performs well in TopN evaluation and is markedly enhanced compared with traditional models. This study denotes that integrating IoT technology and GAN models can more accurately understand student needs and provide personalized recommendations. Although the model performs well, there is still room for improvement, such as exploring more regularization techniques, protecting user privacy, and extending the system to diverse platforms and scenarios.

Fostering prospective teacher-students to contextualize blackbody radiation in astrophysics

Abstract In astrophysical concepts, a star can be treated as a blackbody. However, teaching blackbody radiation in physics classrooms is not often relevant to astrophysical contexts. Therefore, prospective teacher-students need to have experiences contextualizing blackbody radiation in astrophysics. This study aimed to investigate how the inquiry lesson activities for teaching blackbody radiation in an astrophysics context, including the design of a simple experimental setup and the worksheets. The experimental setup was designed using affordable equipment like a tungsten bulb, a basic meter, a small piece of compact disk, and a smartphone application called lux meter. By manipulating the voltage across the tungsten filament and measuring the current and intensity using a lux meter, students can calculate its temperature, analyze the spectrum through PHET simulation, and construct a graph of wavelength vs intensity. The method of this study combines a qualitative analysis to describe the resulted spectral by the apparatus, lesson design, and description of the implementation. In addition, quantitative analysis using a quasi-experimental one-group pre-test and post-test design was conducted with prospective teacher-student participants who had taken the astronomy course and are still taking the modern physics course. The results show that inquiry lesson using simple apparatus model and materials positively fosters prospective teacher-students understanding of how to contextualize the blackbody radiation concept in astrophysics.

Validation of Student Project Based Learning Worksheets with a Non-Parametric Statistical Approach on Greenhouse Effect Material

Abstract So that can to produce a PjBL-based Student Worksheet with a valid and practical statistical approach to the Greenhouse Effect material in the Environmental Physics course, this research was conducted. Through the stages of planning, development procedures and Tessmer’s formative evaluation model with expert review stages in order to validate the language, content and design which is the definition of the Rowntree research model used in conducting this research. The use of the Likert scale by questionnaire techniques and walkthroughs is used to design validity data analysis for student worksheet products. As for the data analysis carried out, very valid results were obtained from a maximum score of 5 with a value of 4.3 for validation of the greenhouse effect context using a statistical approach, 4.9 for validation of working width design and 5 for linguistic validation. Tests for practical use are carried out on students. At the one-to-one evaluation stage, test results were obtained which showed the average score and for testing in small groups, it reached 93.7% and 97.5% in the very practical category.

Integrating Essential Practical Sessions into the Generic Elective Course in Physical Education Curriculum: A Case Study

Physical education courses, traditionally a blend of theory and practice for their own department students, are often delivered as purely theoretical classes for students from non-physical education disciplines enrolled in Generic Elective Courses (GEC). This approach can lead to disengagement and boredom, as students are already exposed to multiple theoretical classes throughout the day. To address this issue, the Department of Physical Education at the Central University of Haryana revised its GEC curriculum to include practical sessions alongside theoretical content. This study explores the impact of this curriculum revision on student engagement and physical fitness. Feedback from 200 postgraduate students, aged 20-25, indicated a strong preference for incorporating practical sessions into the curriculum, with 98% of respondents favoring this change. The revised curriculum allocated two hours per week for physical activities, aimed at enhancing student engagement and promoting the importance of physical fitness. The effectiveness of the new curriculum was assessed through a one-minute push-up test, measuring upper body strength at the beginning and end of the semester. Initial results showed that 50% of the students struggled to complete the test. However, by the end of the semester, 96% of students successfully completed the one-minute push-up test, indicating significant improvement in physical fitness. The study concludes that integrating practical sessions into GEC physical education courses not only improves student engagement but also enhances physical fitness. It highlights the need for a balanced approach, combining theory with hands-on activities, to foster holistic development. The findings suggest that other departments offering practical-oriented courses could benefit from incorporating similar practical components into their curricula.

The Initial Stage of the Formation of teaching experimental Physics at the Imperial Moscow University (1755–1791)

Among domestic historians of Pedagogy and education, there has traditionally been a high interest in various aspects of the history of the development of teaching of various disciplines at Moscow University, which is in fact the first classical university in our country. Among the academic subjects that began to be taught at this university almost immediately after its opening was experimental (experimental) Physics.The relevance of the research topic is determined by the fact that Moscow University has been one of the largest centers of domestic higher physics education for more than 250 years, and the state of teaching Physics at this university had a significant impact on the organization of Physics education in our country throughout this period. The beginning of the formation of forms and methods of teaching Physics at Moscow University, as well as the formation of the content of this educational course, dates back to the first decades of the university’s existence, however, this particular period in the history of Physics education at Moscow University is currently the least studied. This makes it difficult to build a holistic picture of the development of Physics teaching in a given higher education institution.Statement of the research problem: to study the process of development of teaching experimental Physics at the Imperial Moscow University in the second half of the 18th century.The goal of the research is to identify the features of the initial stage of the formation of forms and methods of teaching the course of experimental Physics at the Imperial Moscow University in 1755–1791, to study the structure and main elements of the content of this course in the period under review.The research method used is the analysis of literary sources (scientific, reference, memoir-biographical) and educational literature (university Physics textbooks of the second half of the 18th century).The results and key conclusions. The initial stage of development of teaching experimental Physics at the Imperial Moscow University took the first 35 years of its existence. During this period, the Department of Physics was organized, which was replaced by a full-time professor (from among foreigners), as well as the consolidation of the lecture form of teaching and the corresponding verbal and visual teaching methods. The lectures were accompanied by the use of a demonstration experiment. Physics was taught in Latin using modern textbooks at that time, written in foreign languages. By the end of the period under review, as part of the experimental Physics course at Moscow University, students studied exclusively Mechanics and some of its practical applications.

Acehnese Ethnoscience as an Interdisciplinary Approach in Physics Education: Innovating in the Era of Merdeka Belajar

Various efforts have been made to improve students’ understanding of basic physics concepts, but their mindset in constructing knowledge remains problematic. The learning process has yet to engage long-term memory, preventing meaningful analysis-level understanding. This research aimed to activate students’ thinking patterns based on ethnoscience through learning tools such as modules, semester learning plans (RPS), and student worksheets (LKM) that are valid, practical, and efficient. The research used the R&D method with the ADDIE approach, involving 2 expert validators and all Physics Education students at FKIP USK enrolled in basic physics courses in 2022. The results indicated that the ethnoscience-based basic physics learning tools of the Acehnese community, which include modules, RPS, and LKM, effectively supported Merdeka Belajar and have been validated for their validity, practicality, and efficiency. Students were highly motivated and impressed by the concept of measurement in physics, which has long been practiced by the Acehnese community, such as in paying zakat fitrah during Ramadan. The scientifically understood volume-measuring tools used by students were not significantly different from the ethnoscience tools used by the Acehnese community. Ethnoscience facilitates meaningful learning by analyzing context, content, and literacy.

일반계 고등학교에서 체육계열 전문교과 운영 경험에 대한 현상학적 연구

Purpose: The purpose of this study was to recognize the current situation, analyze the difficulties, and propose improvement measures for the effective operation of specialized subjects in physical education in general high schools. Methods: This study utilized Colaizzi's phenomenological analysis method to draw conclusions from five physical education teachers who had experience of operating specialized subjects in physical education in a general high school. Results: First, the specialty departments recognized the need for specialized practical subjects and in-depth training for career advancement. Secondly, the cases of poor teaching due to cumbersome course organization, insufficient budgetary support, harsh teaching environment due to complex teaching conditions, arbitrary application of teaching, and lack of teaching materials were identified as difficulties in the operation of specialized subjects in physical education. Third, it was concluded that teachers' willingness to personalize education and learner-centered elective courses are necessary for the continued operation of specialized subjects in physical education. Conclusion: In conclusion, in the upcoming 2022 revised curriculum, physical education specialty courses will be more accessible to students as general education electives, so it is necessary to find more effective ways to operate them through the experience of operating specialized subjects in physical education.

The Effect of Physical Education with a Humanistic Approach on the Physical Activity Level and Physical Fitness in Shy Children

Background: Shy children often avoid interacting with their peers, which can restrict their participation in physical activities and impact their physical fitness. Therefore, it is essential to offer specific support and strategies to assist these children in increasing their involvement and enhancing their physical fitness. Objectives: This study aimed to investigate how physical education, utilizing a humanistic approach, impacts the physical fitness and daily physical activity behavior of shy children. Methods: In order to achieve this, a quasi-experimental field study was planned with pre- and post-tests including a control group. Participants were 9 to 10-year-old elementary school girls from Tehran, selected based on the Chick-Briggs Shyness Scale Physical fitness was measured using tests for cardiorespiratory endurance, agility, muscular endurance, muscular strength, and flexibility. The physical Activity Questionnaire for Children (PAQ-C) was utilized in assessing children's attitude towards physical activity. The experimental group (n = 15) received a physical education course with a humanistic approach using the teaching physical and social responsibility (TPSR) model, while the control group (n = 15) maintained their usual daily routines. Results: The experimental group showed significant improvements in physical activity levels, muscular endurance, and flexibility compared to the control group. A humanistic, game-based educational approach using the TPSR model can effectively improve certain components of physical fitness and promote a positive attitude towards physical activity in shy children. Conclusions: This approach can help teachers and coaches better understand and assist this group of children in overcoming the negative relationship between shyness, sports participation, and physical fitness.

Development of LaTeX Book Template for Submitting Assignments to Support Paperless Movement

Paperless movement is a conservation effort. This refers to transitioning from conventional paper-based processes to replacing them with digital alternatives. The paperless movement has been globally implemented in various sectors, ranging from the corporate world to the educational sector. This movement is still little applied as a student's monumental work. This research aims to develop a book template using LaTeX for submitting assignments in the Computational Physics course. This template is designed to support the paperless movement as a conservation effort. We designed and developed a platform based on available LaTeX templates and then adapted it to the needs of computational physics courses. Instructions for using this template were also created and disseminated in learning classes. Next, we apply this template as a medium for collecting assignments and don't forget to ask students for responses regarding the use of this template. The outcome of the research is a book template that has already been used in the class. The students were very enthusiastic about learning the LaTeX program and they have been using it for document writing, especially related to mathematical equations. We hope that the development of this book template that we have carried out can become one of the conservation efforts in learning classes.

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

The Influence of College PE Courses on Students Mental Health: An Empirical Study Taking Hainan Vocational University of Science and Technology as an Example

By studying the physical education curriculum and students mental health status of Hainan Vocational University of Science and Technology, this paper discusses the influence of college physical education curriculum on students mental health. It is found that the physical education course plays a significant role in relieving students psychological pressure, improving self-confidence and promoting social skills. At the same time, the diversity of courses, the professional quality of teachers, the improvement of facilities and resources, the participation of students and the combination of psychological counseling are the important factors affecting these effects. Based on the results, this paper suggests that universities should pay attention to the setting and optimization of physical education courses so as to promote the development of students mental health.

Research on the Integration of Swimming Courses and Ideological and Political Education in Colleges and Universities from the Perspective of “Curriculum Ideology and Politics”

This article presents an analysis of the forms and results of integrating university swimming courses with ideological and political education, with a particular focus on the “ideology and politics of the curriculum.” The study employs questionnaires and experimental measures administered to university students to analyze the role of swimming courses in reducing anxiety levels and to discuss strategies for integrating them into ideological and political education. The findings indicate that swimming lessons have a marked effect in reducing students’ anxiety levels and enhancing their mental well-being. The incorporation of ideological and political education, including “red stories” (narratives related to the history and ideology of the Communist Party of China), team competitions, and situational learning, into the curriculum has been observed to enhance students’ patriotism, sense of social responsibility, and teamwork spirit. The study demonstrates the efficacy of integrating swimming courses with ideological and political education, providing theoretical and empirical support for the integration of physical education courses with ideological and political education in universities.

Research on the Teaching Reform of College Physics Course under the Background of the Integration of Production and Education

With the rapid development of society and the continuous progress of technology, college education is facing unprecedented challenges and opportunities. Especially in the background of the integration of production and education, the teaching reform of college physics is particularly important as a compulsory basic course for science and engineering students. This paper aims to discuss the research and practice of the teaching reform of college physics under the background of the integration of production and education, in order to provide useful reference for improving the teaching quality and cultivating high-quality talents meeting the needs of society.