Physics Education Research Articles

Integrating digital technologies into teaching embodied knowledge in the context of physical examination.

There is a growing presence of digital technologies in clinical learning environments. However, there is little research into how such technologies shape embodied teaching and learning for health professional students. This study aims to explore current teaching practices in health disciplines to illuminate how digital technologies are used to facilitate the development of embodied knowledge during student learning of physical examination. A qualitative interpretive approach was undertaken, sensitised by body pedagogics as a theoretical frame. In-depth interviews with 18 clinical educators across the disciplines of medicine, physiotherapy, midwifery and nursing were held. These interviews explored their current practices for teaching physical examination. The data was analysed using reflexive thematic analysis combined with a 'thinking with theory' approach, in which the theoretical framework of body pedagogics was central to guiding the reflexive and interpretative process. We interpreted a framework of five approaches where digital technologies are used to develop bodily knowledge: for sensate knowing; for modelling; for rehearsing; for guiding practice and for providing feedback information. Findings suggest that in current teaching practices, digital technology may be used to facilitate multiple essential elements of physical examination instruction. We conceptualised a framework that extends body pedagogics, where we recognise the multiple roles of digital technology for developing bodily knowledge in the context of physical examination.

Impact of Impulse and Impact Force: An Innovative Approach to Teaching Momentum in Physics

Momentum is a fundamental concept in physics that is pivotal for understanding the motion and behavior of objects. However, its abstract nature often makes it challenging for students to grasp. This study investigates an innovative teaching approach that incorporates impulse and impact force as tools to enhance students' comprehension of momentum. Drawing from the pedagogical philosophy of Prof. Yohannes Surya, who emphasizes practical application and interactive learning, we implemented a set of interactive demonstrations and problem-solving exercises to teach the concepts of impulse and impact force. This study was conducted in the Basic Physics course for the Biology Education Program at Mataram University. The results indicate that emphasizing impulse and impact force improves student understanding, enhances engagement, and bridges the gap between theory and real-world applications in physics education. The findings support the integration of hands-on activities and experiential learning as effective pedagogical strategies in teaching classical mechanics

Nurturing the Child's Nature: Revisiting Child Moral Education in the Thought of Ibn Jazar on the book Siyasatu shibyan wa tadbiruhum

Purpose – This study revisits child moral education through the lens of Ibn Jazar’s book Siyasatu shibyan wa tadbiruhum, exploring its relevance to contemporary Islamic education. The study aims to bridge the classical nature versus nurture debate in moral education, focusing on how Ibn Jazar integrates physical health with moral development. His holistic approach emphasizes that a child’s physical well-being is crucial for the effective internalization of moral values, arguing that healthy children are better prepared for moral instruction. Design/methods/approach – The research methodology employed is qualitative content analysis, with an emphasis on latent analysis to uncover hidden meanings in the text. The analysis reveals that Ibn Jazar’s work provides a comprehensive framework for addressing both physical and moral development, which is essential for shaping children’s character from an early age. Findings – The findings suggest that his emphasis on health as a foundation for morality is not only relevant for historical discourse but also offers practical solutions to current challenges in Islamic education, particularly in navigating the effects of globalization on moral development. Research implications/limitations – The study acknowledges the limitation of possible interpretative bias and recommends further research to explore how Ibn Jazar's ideas could be adapted into modern curricula. Practical implications – Practically, Ibn Jazar's approach offers guidance in the development of Islamic education curricula that focus on a balance between moral and physical instruction, while emphasizing the importance of a supportive environment for children's development. Originality/value – This research contributes to the field by highlighting a largely overlooked figure in Islamic moral education and suggesting how his interdisciplinary approach can inform the development of contemporary educational systems. Paper type Research paper

The Use of Solar Power Plant Media to Increase Literacy Ability Solar Energy of Students

Indonesian students' science literacy level, especially in understanding solar energy as a renewable resource, still needs to be higher. This deficiency can be caused by various factors, including the need for more utilization of educational materials that aim to improve students' science literacy. The main objective of this study was to enhance students' solar energy literacy skills by applying solar power plant learning materials. Purposive sampling was used to select participants from two groups of students: Faculty of Teacher Training and Education (FKIP) and Faculty of Engineering (FT) who have completed physics of motion or introductory physics courses. FETT respondents numbered 33 people, consisting of 13 people from the Physics Education Study Program, 6 from the Chemistry Education Study Program, and 14 from the Biology Education Study Program. At the same time, The FT respondents were 23 students, consisting of 9 people from the Electrical Engineering Study Program and 14 from the Mechanical Engineering Study Program. Thus, the total number of respondents who met the criteria of this study amounted to 56 students. The assessment of solar energy literacy includes multiple-choice tests for cognitive aspects and questionnaires for affective and behavioral factors, which are managed through Google Forms. The provision of solar power plant learning modules increases knowledge, with the percentage of correct answers increasing in FKIP and FT students from pre-test to post-test. In conclusion, applying solar power plant learning materials can improve students' solar energy literacy skills.

МОДЕЛЬ ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ ЯК ПЕДАГОГІЧНА УМОВА ФУНДАМЕНТАЛЬНОЇ ПІДГОТОВКИ В ПЕДАГОГІЧНОМУ УНІВЕРСИТЕТІ

In the article, the author reveals the concept of environmental competence of future physics teachers as an integrative personality quality, which is manifested in the ability to acquire environmental knowledge and the ability to apply it when solving environmental problems, to apply environmental knowledge in situational activities in everyday life and the natural environment to protect the environment , as well as in the ability to implement eco-pedagogical activities. The components of environmental competence of future physics teachers are characterized: value-motivational, cognitivecognitive and operational-activity. It has been found that the selection of three interdependent and interdependent components allows for effective management of the process of formation of environmental knowledge, providing mobility and orientation, as well as prerequisites for creating a system of professional activity, which consists of professional, environmental and eco-pedagogical activities. A model of the formation of environmental competence of future physics teachers at a pedagogical university is proposed, which consists of three blocks: methodological-targeted, contenttechnological, and diagnostic-resultative.

Design of Public Physical Education Curriculum Quality Evaluation System Based on the “5V” Characteristics of Computer Big Data

In order to improve the teaching effect of public physical education courses to the greatest extent and lay the foundation for the process of teaching reform, this paper puts forward the design of a public physical education course quality evaluation system based on the “5V” characteristics of computer big data. Analyze the characteristics of big data “5V” and study its application in public physical education courses; analyze the action estimation, prior, and update, failure recovery of public physical education course teaching, and get the three-dimensional visual positioning result of public physical education course teaching; collect the upper arm action image, extract the upper arm action image contour feature through edge contour detection, analyze the contour feature error characteristics, obtain the pixel component weighted value of the contour feature, further obtain the fuzzy error value of the upper arm action image contour feature through calculation, and according to the fuzzy error value, the design of public physical education course quality evaluation system is completed. The experimental results show that the average error recognition accuracy of the research method is 99.63%. The class hours are adjusted according to the proportion of disciplines, and the corresponding teaching plan is formulated. The accuracy of recommending internship posts for students is relatively high.

Investigation the Current State of University Physics Teaching: A Case Study of Taishan University

University Physics is a foundational course offered to undergraduate students in science and engineering programs outside of physics majors and it represents a foundational discipline in science and engineering education. However, traditional University Physics instruction has many areas in need of improvement. A questionnaire for undergraduate students was prepared and implemented in order to grasp the current status of teaching and learning of University Physics at our institution. Based on the statistical analysis of the survey data, the learning and teaching status of University Physics courses were identified, and teaching suggestions to improve the quality of classroom instruction were proposed.

Rhythm of cognition: exploring Greek traditional dance's acute effects on children's executive functions

ABSTRACT This study examined the acute effects of a Greek traditional dance (GTD) lesson on school-aged children's executive functions (EFs), with a focus on the separate and combined effects of lesson intensity and cognitive demands. Ninety-three children were randomly assigned to one of four conditions, involving a 20-minute GTD lesson with varying intensity (high vs. low) and cognitive demands (high vs. low). EFs were assessed pre- and post-intervention, using the ANT for inhibitory control, Digits Backwards for working memory, and the How many - What number for cognitive flexibility. Results from (M)ANCOVAs, controlling for pre-test EFs scores, indicated that high cognitive demands groups demonstrated better accuracy in congruent trials for inhibitory control (F = 6.47, p = .013, η 2 = .07), while low-intensity groups exhibited better accuracy in switch trials for cognitive flexibility (F = 9.11, p = .003, η 2 = .09). No significant differences were observed for working memory. Although the GTD positively impacted inhibitory control and cognitive flexibility, most EF parameters did not significantly differ. Class duration, physical activity intensity and teaching method used might have affected the results and should be considered in future research on dance programs and children's EFs.

UNVEILING STUDENTS’ VOICE ON LECTURERS’ CLASSROOM MANAGEMENT IN VIRTUAL ENGLISH MEDIUM INSTRUCTION

A private university in Indonesia has implemented English Medium Instruction (EMI) classes in order to support internationalisation programmes. This policy entails using English as the instructional language in the classroom. This case study examined the teaching practices of seven content lecturers from the Biology, Physics, Mathematics, and Primary Education Departments in EMI classes, focusing on classroom management. Additionally, it explored 208 students’ perceptions in this setting. Data were collected through class observations, questionnaires, and interviews. The findings suggest that effective classroom management by lecturers leads to increased student participation and engagement. The lecturers employed various organisational, teaching management, and teacher-student relationship strategies to manage their classrooms. These findings provide valuable insights into maximising classroom management in an EMI setting, which can enhance critical reflection and support the implementation of EMI classes. The study also highlighted the students' perception of participation and interaction in the class, confirming that lecturers who lack effective teaching skills and multimodal strategies result in passive learning among students.

Differentiated teaching practice in junior high school physical education teaching

This article explores the application and effectiveness of differentiated teaching in junior high school physical education. Through the case analysis of Boya Experimental School in Shenzhen, Guangdong Province, the study found that differentiated teaching can effectively address individual differences among students, enhance their interest in physical education learning and sports skills. Specific implementation strategies include designing personalized teaching plans, innovating teaching content and methods, and diversifying evaluation systems. Case studies have shown that differentiated teaching significantly improves students' physical fitness, participation, and satisfaction. Teachers face issues of increased workload and uneven resource allocation during the implementation process. Future research should expand the sample size and explore how to use technological means to further improve the efficiency and quality of differentiated teaching.

Exploring user perceptions: The impact of ChatGPT on high school students' physics understanding and learning

Artificial intelligence (AI) in education is increasing, including ChatGPT as a learning tool in physics subjects. This study aims to analyze high school students' perceptions of using ChatGPT in physics learning, focusing on demographic factors such as gender, academic level, and duration of use. Involving 167 students, the study used a survey to evaluate students' views on various aspects of the learning experience with ChatGPT, including effectiveness, clarity, consistency of information, and the tool's ability to enrich understanding of physics concepts. Results showed that students' perceptions were positive overall, with ChatGPT perceived as helping to deepen concept understanding, improving the ability to correct misconceptions, and providing an enjoyable learning experience. Significant differences were found based on gender and academic level, while the duration of ChatGPT use showed no overall significant effect, though longer use enhanced specific benefits. These findings highlight the potential of ChatGPT to support physics education by addressing students' diverse needs and improving learning outcomes, offering insights for educators in integrating AI tools effectively into classrooms.

Compressibility of liquids and hydrostatic pressure

Abstract In this study, we first identify several misconceptions regarding the concept of hydrostatic pressure, as revealed through interviews with 27 secondary Physics teachers. These misconceptions are primarily linked to the assumption that liquids are incompressible. The objective of this research is to enhance teachers’ understanding by illustrating the limitations of the incompressible liquid model. As part of a three-hour instructional intervention designed for the interviewed teachers, we introduced the relationship between hydrostatic pressure, present at any point within a liquid, and the compression or deformation of the liquid’s molecules. The responses from the participating teachers suggest that this clarification effectively addressed the previously noted misunderstandings.

2024 Jackson Award for Excellence in Graduate Physics Education lecture: Physics graduate education for the 21st century

2024 Jackson Award for Excellence in Graduate Physics Education lecture: Physics graduate education for the 21st century

Navigating the tech-savvy generation; key considerations in developing of an artificial intelligence curriculum

The progress in artificial intelligence (AI) technology has greatly changed various facets of society. This study aimed to explore aspects that need to be considered in developing AI curriculum for senior high schools in Indonesia. The qualitative approach employed in this study. The researchers utilized focus group discussions with schools’ management and students at seven cities and group interviews with students at three cities. The results show that some schools want AI as an extracurricular activity, while others want it as a mandatory subject. School management and teachers aim for 2-3 competent AI instructors in each school. If no teachers are available, training will be provided to ICT, mathematics, or physics teachers for about a year to become AI educators. All participants agree on the importance of teaching students about AI applications and discussing ethical issues related to AI.

2024 David Halliday and Robert Resnick Award for Excellence in Undergraduate Physics Teaching Lecture: It's not business, it's personal. Teaching large classes, one student at a time

“I can't help but see physics everywhere I go now.” This quotation from students' evaluations summarizes what I consider to be the most important learning outcome. I will discuss our efforts to make introductory physics a meaningful and enjoyable journey rather than a survival experience in weed-out classes. There is no single recipe to achieve that, but I'll share some ideas and resources that we have created. Additionally, I will discuss several new outreach programs that we introduced with the help of our students. Outreach is not just a service that we provide for the benefit of the public; it is an integral part of the learning experience for the students.

Dynamic Modeling Analysis of University Physical Education Teaching Quality Evaluation System Under Big Data

With the rapid development of internet technology, the importance of data in various industries has become increasingly prominent. However, in the field of domestic education, especially the research on teaching quality evaluation is relatively sparse. This paper aims to build an evaluation model of physical education teaching quality with big data and machine learning in order to comprehensively evaluate teachers' physical education teaching ability. Firstly, a multi-dimensional evaluation system is designed to measure teachers' teaching level. Secondly, through the questionnaire and the statistical analysis of students' physical education teaching evaluation, the availability of the college physical education teaching evaluation system is verified. On this basis, a teacher's ability prediction model based on a neural network is established, and the experimental results show that the prediction accuracy of the model is 90.17%. This provides strong support for improving the quality of physical education teaching.

Developing a Virtual Reality Simulation of the Michelson-Morley Experiment for Physics Education: Design, Validation, and Educational

The Michelson-Morley experiment is a foundational experiment in modern physics that played a critical role in shaping our understanding of space-time and the speed of light. However, reproducing this historically significant experiment in an educational setting poses substantial logistical challenges due to the complexity and precision of the required equipment. This study presents the development and validation of a virtual reality prototype designed to simulate the Michelson-Morley interferometer experiment. Using a research and development methodology, the virtual reality prototype replicated the experimental setup, allowing students to adjust parameters, such as mirror angles and laser types, to observe real-time interference patterns. Validation by three experts, including two experimental physicists and one educational practitioner, yielded an average score of 4.27 out of 5. The prototype excelled in simulation accuracy, educational effectiveness, and curriculum alignment, with perfect scores (5.00) for these indicators. The findings highlight the virtual reality tool’s effectiveness in enhancing students’ understanding of wave interference and light behavior. Despite minor concerns about motion sickness and implementation costs, the virtual reality approach demonstrates considerable promise for enriching physics education

PERCEIVED STRATEGIES FOR ENHANCING QUALITY ASSURANCE ON SECONDARY SCHOOL PHYSICS TEACHERS IN KOGI EAST EDUCATIONAL ZONE

Quality assurance entails the systematic review of educational provision to maintain and improve its quality, equity and efficiency. It involves self-evaluation, external evaluation, staff evaluation, student evaluation and school evaluation. The purpose of the study was to investigate strategies for enhancing quality assurance in physics education in Kogi East Educational Zone. The study adopted descriptive survey research design. The population for the study comprised all the physics teachers in Kogi East. The sample size for the study consisted of 120 physics teachers which were selected from private and public co-educational secondary schools in the study area using random sampling technique. Two research questions and two hypotheses guided the study. The instrument used for collection of data was a structured questionnaire, titled: Physics Education Quality Assurance Questionnaire (PEQAQ), which was developed by the researcher and validated by experts. The reliability index of the instrument using Cronbach Alpha yielded 0.69. The data collected were analyzed using descriptive and inferential statistics. Findings revealed among others that ensuring functional quality assurance mechanisms in secondary schools in Kogi East provided positive feedback to educational management to enhance performance. Based on the findings, the following recommendation was made. Develop and implement targeted professional development programmes in Kogi State, focusing on research-based quality assurance, strategies and contextualized to address local challenges and needs.

Improving Critical Thinking Skills of Physics Teacher Prospectives Through Case Based Learning Models

In the complex information era, critical thinking skills become very important for educators to be able to analyze and solve problems effectively. This research aims to improve the critical thinking skills of prospective physics teachers through the application of the Case Based Learning (CBL) model. The CBL model is implemented by exposing students to realistic and relevant case studies, which encourage them to carry out in-depth analysis of limited information. This research is Action Research. The research subjects consisted of 29 prospective physics teacher students who were taking professional education courses. The results of the research show that there has been an increase in students' critical thinking skills, with the average score in cycle 1 being 80.04 to 88.792 in cycle 2. This increase reflects students' ability to provide basic explanations, and further explanations, make conclusions, and plan appropriate actions. The more effective it is based on the problem analysis that has been carried out the better. These findings confirm that the CBL model is empirically proven to be used to improve students' critical thinking skills.

초⋅중 통합운영학교 음악과 교육과정 운영에 대한 교사 인식 연구 - 전라남도 장흥군을 중심으로 -

This study aims to explore music curriculum management by investigating teachers’ perceptions in integrated schools to understand current practices and propose future directions. A total of eight teachers and administrators from two integrated elementary and middle schools in Jangheung-gun, Jeollanam-do, were interviewed using a semi-structured questionnaire based on the CBAM model, focusing on the physical environment, operation methods, teacher perceptions, and suggestions. The findings revealed that teachers experienced challenges related to the dual staff composition, and conflicts between different school levels regarding the physical environment and operation methods. Most teachers demonstrated a strong willingness to adapt to change. To address these challenges in integrated elementary and middle schools, the study recommends raising awareness within the educational community, enhancing flexibility in the use of space and instruments, and mediating conflicts through school administrators. Additionally, this study suggests that the educational office streamline administrative and financial systems, develop guidelines based on integrated school models from abroad, and dispatch experts to establish model typologies.