Physics Education Research Articles

Mathematical sense making of quantum phenomena using Dirac notation: its effect on secondary school students’ functional thinking about photons

Previous research has consistently demonstrated that students often possess an inadequate understanding of fundamental quantum optics concepts, even after formal instruction. Findings from physics education research suggest that introducing a mathematical formalism to describe quantum optical phenomena may enhance students’ conceptual understanding of quantum optics. This paper investigates whether using formal descriptions of quantum optics phenomena – such as photon anticorrelation at a beamsplitter or single-photon interference in a Michelson interferometer – expressed in Dirac notation, can support secondary school students in developing functional thinking about photons. To investigate this, we conducted a clusterrandomized field study, comparing the improvement in functional thinking between 67 students in the intervention group, who were taught using both qualitative and quantitative reasoning, and 66 students in the control group, who were taught using only qualitative reasoning. The results indicate that mathematical formalism can indeed promote functional thinking about photons. However, the comparison between the intervention and control groups revealed that the control group exhibited a greater increase in functional thinking than the intervention group. In response to these findings, we conducted a follow-up study aimed at gaining a deeper understanding of the cognitive load associated with both approaches. Specifically, we compared the intrinsic and extraneous cognitive load of 71 students in the intervention group with those of 65 students in the control group. The data analysis revealed that the two groups had statistically significant differences in intrinsic cognitive load while the extraneous cognitive load did not difer statistically significant, indicating a higher mental effort associated to the quantitative reasoning.

Feasibility of Digital Flipbooks as Physics Teaching Media in Terms of Reproduction

Various media that utilize technology in implementing teaching materials make the teaching-learning process more innovative and increase students' curiosity. This study aims to develop a digital flipbook for studying physics in reproduction and to validate the developed flipbook. This study applied the research and development (R&D) design using the 4-D model which consists of define, design, develop, and disseminates. This study is only up to the validation stage and revision of the validation results. The validation subjects in this study are 16 people. The result shows that the developed media is valid, totalling 97.51%. It is expected that the digital flipbook of physics in reproduction can be further developed in further research, namely in the implementation stage, to test how effective it is in the science learning process.

Development of UTAYA: Implementing Snakes and Ladders Media for Contextual Teaching and Learning of Forces in Physics Education

Conventional learning and limitations in learning media made students passive in learning, which resulted in students' lack of interest in learning and achievement. This research aimed to develop innovative, technology-based instructional media, and to determine the validity and effectiveness of UTAYA, snakes and ladders media for contextual teaching and learning (CTL) of forces in fourth-grade. The research was developed using the Borg and Gall model. UTAYA was categorized as very appropriate for use with a validity percentage of 93% media experts, meaning that the media presented was interesting and appropriate to the content, easy to use by teachers and students, practical and fun, and had an appropriate appearance to the students’ level of development and character, Content experts validated and assessed the accuracy of the content of the media in the very appropriate category with a percentage of 91%, which meant that the content presented was appropriate to the learning objectives and made it easier for students to understand the content. The forces topic content was covered entirety in the media, stimulated students' curiosity, which was appropriate to support learning and increase students' knowledge, it used of appropriate language, according to students' development. Based on the pretest and posttest results, UTAYA was effective to improve learning outcomes, as seen from the effectiveness of the t-test and Ngain tests. The t-test showed a Sig. <0.05, meaning there was a significant difference between learning outcomes before and after treatment. The N-gain test showed a medium criterion, 0.70 on a large-scale test, and a medium criterion, 0.64 on a small-scale test, that the students were very enthusiastic and could understand the lesson. From these results, UTAYA was valid and effective to be an instructional media to improve learning

Mark Warner. 26 January 1952 — 24 December 2021

Mark Warner was a prominent theoretical physicist working in the field of soft-matter and polymer science. He was a pioneer in discovering liquid crystalline elastomers as a concept and was the key figure in establishing this subject as a thriving area of research and development. The idea of a material that couples the entropic rubber elasticity with the orientational order of network elements was a complete novelty and a surprise to many. Largely driven by Mark's efforts, this concept, stemming from the coupled order parameters, has been now recognized as a universal phenomenon in several fields: from martensitic transition in shape-memory alloys to engineering and applied mathematics of quasi-convexification. ‘Liquid crystalline elastomers’ will firmly remain as his lasting legacy in science. Mark also made major contributions to physics education, his final legacy being to co-found the national physics education programme, Isaac Physics, in 2013. The ideology of the programme focuses uniquely on students ‘learning by doing’—reassuring students that making mistakes and trying again are fundamental and crucial for learning and developing confidence. Isaac Physics has demonstrated quantifiable impact in raising the aspirations and attainment of hundreds of thousands of students since its inception.

Teachers' Perception of Four-Tier Diagnostic Test Instrument Equipped with Self-Diagnosis Sheet to Identify Students' Misconception on Linear Motion Material

The purpose of this study was to determine the perception of physics teachers towards the four-tier diagnostic test instrument equipped with self-diagnosis sheet to identify students' misconceptions on linear motion material. The research method used in this study is a mixed method with Sequential Explanatory Design. Data were collected first using a questionnaire and then analyzed using descriptive analysis. The questionnaire was distributed to 14 physics teachers and 96 high school students in Lampung Province. The results showed that teachers have a positive perception of the use of a four-tier diagnostic test instrument equipped with a self-diagnosis sheet feature to identify students' misconceptions on straight motion material. The results showed that 87% of teachers had never identified students' misconceptions on straight motion material. The results also show that 90% of teachers only use the results of daily tests as a benchmark to determine the misconceptions experienced by students. Misconceptions in this straight motion material certainly affect the learning outcomes of students, it is known that only 46% of students reach the KKM on straight motion material. And the results of the questionnaire show that 95% of teachers have never identified the misconceptions of students on linear motion material to make and use any type of multilevel diagnostic test instrument because the teacher has no difficulty in making it. So an effort is needed to overcome these problems, namely by making valid, practical, and effective multilevel diagnostic test instruments. Based on the results of the study, it can be concluded that a four-tier diagnostic test instrument equipped with a self-diagnosis sheet is needed to identify students' misconceptions on linear motion material.

Factors influencing sedentary behavior and its impact on early childhood psychomotor skills

Sedentary behavior can negatively impact motor and cognitive coordination in early childhood. This study explores the factors that influence sedentary behavior on early childhood psychomotor development. This research method uses a quantitative approach with a survey design and involves a sample of 400 early childhood education teachers. Data were collected through questionnaires distributed using Google Forms. Data analysis was carried out using descriptive and inferential statistics with the Partial Least Square (PLS) approach. The results of the analysis show that the factors of physical activity (β = -0.222), parental digital understanding (β = -0.109), physical activity support facilities (β = -0.080), parental involvement (β = -0.094), teacher competence (β = -0.128), and teacher digital competence (β = -0.235) have a negative correlation with sedentary behavior of early childhood, which means that the higher the factor, the lower the sedentary behavior. Sedentary behavior negatively affects motor coordination (β = -0.552) and child psychology (β = -0.545) increasing the risk of psychological problems such as anxiety and depression. Meanwhile, early childhood characteristics and technology did not have a major influence on early childhood sedentary behavior. The importance of awareness of sedentary behavior requires the creation of a physical activity program for children that involves parents. Keywords: sedentary behavior, psychomotor development, early childhood, early childhood education.

Development of Collaborative Online Learning Model Based on Case Method in Optics Courses to Train Creative and Communication Skills

Learning models really need to be developed to meet the demands of the world of work and keep up with existing technological developments, especially in the field of physics. This study aims to produce a collaborative online learning model based on the case method in optics courses. This research uses the Research and Development (R&D) method with the ADDIE model. The ADDIE model has five steps that need to be carried out in a structured manner because they are systematic, namely analysis, design, development, implementation and evaluation. The number of participants in this research consisted of 12 physics education students from Uhamka Jakarta and 13 physics education students from Unismuh Makassar. The number of lecturers involved was 5 people, with details of 3 from Unismuh Makassar lecturers and 2 from Uhamka Jakarta lecturers, all participants, both lecturers and students, carried out activities in the collaborative LMS that had been developed previously. The based on the process of implementing a collaborative online learning program. The analysis stage is the first step which aims to match the learning outcomes with the type or form of the digital module in the Optics course chosen. The design stage is to organize and design learning activities and videos. The development stage is the stage of building digital modules by assembling them into SPADA Unismuh Makassar. The number of students in the high improvement category in creative skills is 50% and in written communication skills is 60%. This shows that the use of collaborative online learning design in optics lecture activities related to geometric optics material has moderate effectiveness in improving creative thinking and communicative skills.

Analysis of Kinematics Graph Interpretation Skills Using RapidMiner

This study explores the application of data mining techniques in physics education research, focusing on the analysis of kinematics graph interpretation skills. The research had two main objectives: to demonstrate the utility of RapidMiner, a data mining tool, in analyzing educational data, and to compare its effectiveness with traditional item analysis methods. Fifty-nine Grade-10 students at Chiang Mai University Demonstration School completed the Test of Understanding Graphs in Kinematics (TUG-K) before and after participating in a problem-based learning module integrating high-speed video analysis. Traditional statistical analysis revealed significant improvement in student performance (p<0.001, effect size 0.76). Association rule mining, conducted using RapidMiner, uncovered key relationships between test items that were not apparent through traditional analysis. These relationships provided insights into common student misconceptions and areas requiring targeted instruction. The study demonstrates the potential of advanced data mining techniques to reveal deeper patterns in educational data compared to conventional item analysis methods. This novel application of RapidMiner in physics education research offers a promising approach for more detailed analysis of student understanding, potentially informing more effective teaching strategies and curriculum design in physics education.

From Tradition to Innovation: Analyzing Strategies and Support for Enhancing Badminton Course Teaching Quality through Educational Technology.

This study aims to explore the impact of Multimedia-Assisted Teaching (MAT) on the quality of physical education (PE) instruction in universities, with a particular focus on badminton courses. A quasi-experimental design was employed, including pre-tests and post-tests, involving two badminton classes at Ming Chuan University, with a total of 101 students. These two classes were assigned to an experimental group (using MAT) and a control group (traditional teaching methods). The research instrument used was the Physical Education Teaching Quality Scale (PETQ), which includes four factors: course content, teaching strategies, classroom management, and learning assessment. The results indicated that, compared to traditional teaching methods, the use of MAT significantly enhanced students' perception of the quality of PE instruction. The experimental group scored significantly higher than the control group across all scale factors, suggesting that MAT is more effective in capturing students' attention and improving learning outcomes. The conclusion suggests that MAT has significant advantages in improving the quality of physical education instruction. The integration of MAT enables more flexible lesson planning and enhances the learning process through the features of multimedia-assisted teaching. It is recommended that physical education teachers consider applying multimedia technologies to aid teaching, in order to increase student engagement and effectiveness.

Impact of OER-assisted Problem-based Learning on Creative Thinking and Self-Efficacy in Physics Education

Impact of OER-assisted Problem-based Learning on Creative Thinking and Self-Efficacy in Physics Education

Implementation of Discovery Learning Model Assisted by E-Module to Improve Students' Critical Thinking Skills on Global Warming Material Quantitative Study

Critical thinking skills are one of the competencies that students must have in the 21st century. Students' critical thinking skills in Indonesia are still categorized as low because these skills are not provided in learning activities, especially in physics subjects. This study aims to determine the effectiveness of applying the discovery learning model with the help of e-modules in improving students' critical thinking skills on global warming material. Quantitative method with Pre-Experimental Design design in the form of One Group Pretest-Postest. The research sample amounted to 30 students from one of the State Madrasah Aliyah in Garut Regency, which was selected through random sampling technique. This research instrument consists of 5 essay questions that measure critical thinking skills and 16 questionnaire statements to measure student responses. The research data obtained were analyzed using the Normalized Gain test for essay questions and percentages for student response questionnaires. The results showed an increase in the N-Gain of students' critical thinking skills of 0.66 with a moderate category. While for the student response questionnaire after learning activities with a positive interpretation. This shows that discovery learning assisted by e-module on global warming material can improve students' critical thinking skills. The application of the discovery learning model with the help of e-modules can be an effective strategy to improve students' critical thinking skills, especially on global warming material. Physics teachers can consider using it to better prepare students for the challenges of the 21st century.

A descriptive overview of English-language publications in the field of Astronomy Education Research, 1898 to 2022

Discipline-based education research (DBER) takes the theories and methodologies of education research and applies them in the context of a specific discipline, in this example, astronomy. Research in the teaching and learning of astronomy has an extensive history; astronomy education research (AER), as its own separately defined field, is relatively new, stemming from the early to mid-1990s, as a separate track from physics education research (PER). By using a mixed-methods approach to textual analysis considering 2085 English language publications in the field, an order of magnitude larger than the previous largest overviews of the field, this study paints a rich picture of the landscape of AER over the timespan of a century from 1898 to 2022. This paper finds that AER authors started regularly publishing around 1970 and took off significantly in the 1990s with journal articles (~50%) and conference proceedings (~30%) being the most common method of publication. AER, in its early era, was largely a USA endeavour dominated by ASTRO101. This has changed over time and in recent years, the USA has dropped below 50\% of the worldwide AER publication production. “Celestial Motion”, “Instrumentation/Techniques”, and “Planetary Sciences (not Exoplanets)” are the most common content foci while a significant lack of local galactic and extragalactic education research is identified. AER has been heavily focussed on “Content Knowledge”, “Affective”, and “Engagement”. It is found that most articles tend to be general reporting of approaches or results (~43%) rather than full empirical research (~36%) while there is very little theoretical or historical research in AER yet. This overview, based on results input to an online database (istardb.org), provides a resource to researchers, educators, and other interested stakeholders allowing efficient ascertainment of previous research. This supports both researchers, allowing them to develop research questions at the cutting edge of the field, as well as practitioners, to inform their pragmatic approach based on latest research findings. We also present a set of recommendations and future outlook of the field of Astronomy Education Research.

Development of a global landscape of undergraduate physics laboratory courses

Physics education research (PER) is a global endeavor, with a wealth of work performed at a variety of institutions worldwide. However, results from research into undergraduate physics laboratory courses are often difficult to compare due to the broad variations in courses. We report here how we developed and validated a survey to classify these courses, as well as compare and contrast them. This will be useful in two key endeavors: comparisons between PER studies and providing useful data for individual instructors hoping to improve their courses. While we are still in the process of collecting sufficient data to create a full taxonomy of laboratory courses, we present here details of the survey creation itself, including its face, construct, and content validation, as well as a first look at the data collected, which includes a broad landscape of lab courses in 41 countries. We used both quantitative and qualitative methods to analyze the data collected. Some of these results include similarities between courses, such as students often using preconstructed apparatuses and instructors hoping for students to learn technical skills. We also find differences in courses, such as in the number and types of goals of the course, as well as the activities students participate in. Thus, this survey and its results can provide information relevant to both researchers and instructors. Published by the American Physical Society 2024

The impact of model-based practices on sustainable physical education in Indonesia: a systematic review

Model-Based Practice (MBP) is a teaching practice that organizes pedagogical models through various sport-based physical activities thematically to solve problems related to appropriate teaching to achieve educational values. Previous systematic reviews that have been carried out cover only one model approach and there has been no systematic review until 2024 that specifically discusses the implementation of MBP in Indonesia. The systematic review aims to explore information related to MBP implementation studies in physical education (PE) teaching that have been conducted by researchers or practitioners to support sports development in Indonesia. The literature search used the Scopus database by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 10 of 1,222 articles met the criteria during the screening process and were extracted into tables including content, problem statement, methods, results, and future research. The results showed that the model used was effective in improving learning outcomes and the development was valid and feasible to use. The implementation of MBP in PE learning in Indonesia only includes three models, namely sports education (SE), cooperative learning (CL), and teaching games for understanding (TGfU) study objectives focus on one objective and do not include social learning outcomes. More studies related to the implementation of MBP are needed to improve the quality of PE teaching to support sustainable sports development in Indonesia. Future research recommended the application of the MBP concept by integrating various pedagogical models in one lesson to achieve legalized PE learning outcomes. Keywords: model-based practice, physical education teaching, quality of PE teaching, sustainable sports development

Using students’ critical aspects to deepen understanding of nuclear physics concepts

Identifying students’ understanding provides a pathway to develop focused teaching to facilitate conceptual understanding. This study aims to gain more insight into undergraduate students’ conceptual understanding of two nuclear physics concepts: nuclear binding energy (NBE) and nuclear force; as the literature has shown that students face difficulties in learning and understanding such concepts. Phenomenography was used to provide a special qualitative research approach to exploring students’ in-depth understanding which was not addressed in previous studies. Data was collected from purposively selected students (N = 30) through semi-structured interviews. Phenomenography was used to reveal the different ways in which students understand these concepts and serves as indicators of potential conceptual difficulties. Based on these, the relevant and irrelevant critical aspects discerned by students are identified using the variation theory of learning. These critical aspects illustrate how the students understand each concept. For instance, NBE is the energy that must be added to a nucleus to separate it into its constituents and relates to a relevant critical aspect. However, NBE is also the energy that binds nucleons and this relates to an irrelevant critical aspect. These critical aspects can provide crucial information that can assist physics instructors in developing focused teaching and learning strategies. Thus, the responses to the interview can be used as a basis for teaching and learning nuclear physics concepts.

The Use of research findings by undergraduate physics education programs in Angola

The Use of research findings by undergraduate physics education programs in Angola

Retraction Note: Intelligent image denoising based on optical imaging equipment in physical education teaching simulation

Retraction Note: Intelligent image denoising based on optical imaging equipment in physical education teaching simulation

Improving access in medical physics residency programs for physicists with disabilities.

Within the landscape of medical physics education, residency programs are instrumental in imparting hands-on training and experiential knowledge to early-career physicists. Ensuring access to educational opportunities for physicists with disabilities is a legal, ethical, and pragmatic requirement for programs, considering that a significant proportion of the United States population has a disability. Grounded in conceptual frameworks of competency-based medical education and the social model of disability, this work provides an introduction to some practical recommendations for medical physics residency programs. Strategies include embracing universal design principles, fostering partnerships with disability service offices, using inclusive language, developing and publicizing clear procedures for disclosing disabilities and requesting accommodations, and maintaining an overall commitment to equitable access to education. This work urges medical physics residency leadership to proactively move towards training environments that support the needs of residents across the spectrum of disability, highlighting why disability inclusion fundamentally enriches diversity.

The Future of Health Physics: Trends, Challenges, and Innovation.

This paper offers a comprehensive exploration of the future trajectory of health physics, examining influential factors in external and internal dimensions. External factors include an in-depth analysis of low-dose (10-100 mSv) measurement challenges and priorities, highlighting the transformative potential of biomarkers in solving radiation susceptibility following low-dose exposures. Cutting-edge technologies are at the forefront, with insights into emerging radiation detection tools like plastic scintillators with triple discrimination capabilities and sensors based on plastic scintillation microspheres (PSm) for estimating α and β emitting radionuclides in environmental samples. Remote detection systems using drones, robot dogs, and quantum sensors boasting heightened sensitivity and precision also are discussed. Integrating artificial intelligence (AI) and data analytics emerges as a pivotal element, promising to redefine health physics by minimizing radiation exposure risks. The exploration includes innovative materials for radiation shielding, advancements in virtual reality applications, preparation for radiological protection during armed conflicts, and the ever-evolving landscape of decommissioning health physics. Examining health effects from non-ionizing radiation and analyzing broader contextual factors such as regulatory shifts, geopolitics, and socioeconomic influences adds depth to understanding the external forces leading to the future of health physics. Internally, the paper focuses on the transformative dynamics of health physics education and training, encompassing expanded educational horizons, innovative delivery methods, targeted student outreach strategies, and insights into navigating health physics careers amid a dynamically evolving job market. The discussion unfolds further, focusing on new risk communication strategies, the collaborative potential of interdisciplinary approaches, and the significance of health physics summer schools and consortia for transformative educational paradigms. The objective of this paper is not only to unravel the multifaceted factors shaping the future of health physics but also to foster dialogue and collaboration for the unpredictable yet exciting journey ahead.

Development of Research-Based Science Literacy Learning at State Madrasah Aliyah in Banda Aceh City

The development of research-based learning modules is crucial for enhancing students' scientific literacy, particularly in the context of Islamic educational institutions. This study addresses the need for a validated and practical science literacy module for Physics instruction at State Madrasah Aliyah (Islamic high schools) in Banda Aceh City. This research employed a development research approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to design and validate the learning module. The module underwent a three-stage validation process, including the initial module validity test, a second validation focusing on the content material, and a third test assessing the module’s practicality in classroom use. The findings indicate that the module passed through all three stages of testing with positive results. The module validity, content validity, and practicality were all rated as highly valid by respective validators, including module development experts, content specialists, and practicality assessors. The results suggest that the research-based science literacy module is not only valid in terms of content and structure but also practical for use in Physics instruction. The feedback from validators demonstrates that the module is effective and suitable for teaching purposes. The developed module is highly valid and practical for Physics instruction at State Madrasah Aliyah in Banda Aceh. It is feasible for implementation by Physics teachers to enhance students' scientific literacy in line with the research objectives.