Physical Lessons Research Articles

Exploring Effective Approach to Teaching Thermal Physics: Comparing 5E Model, Differentiated Instruction and Conventional Teaching

In this study, the effects of 5E Instructional Model (5E), Differentiated Instruction (DI) and conventional teaching method on Senior High School (SHS) physics students’ academic performance in Thermal Physics were compared. Method: By employing a quasi-experimental pretest/posttest non-equivalent control group design, 291 SHS 2 physics students were used from six intact classes which were randomly selected from three SHSs in the Mampong Municipality and Sekyere South District. The hypotheses were tested using one-way ANCOVA and two-way ANCOVA at α=0.05. The results showed that there was a significant effect of at least one of the teaching methods on the academic performance of students (F(1,287)=150.766, p=0.001<0.05), with students taught using DI obtaining the highest adjusted mean scores of 18.978 (std. error = 0.437), followed by those taught using 5E group (adjusted mean = 16.373, std. error=0.430), and those taught using the conventional teaching method (adjusted mean score = 13.734, std. error = 0.452). Also, there was a significant interaction between gender and teaching method (F(1,284)=241.395, p=0.001<0.05) with no significant difference observed between male and female students taught using DI (mean difference=0.233, p=0.765) and 5E (mean difference=0.75, p=0.532), but a significant difference in academic performance between male and female SHS students taught using conventional teaching method (mean difference=8.284, p=0.000). It was therefore recommended, amongst others, that SHS physics teachers in Mampong Municipality and Sekyere South District should consider differentiating their students in order to tailor Thermal Physics lessons to all students, which will help them perform better.

Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning

The design of learning environments aimed at all students in the learning group is a requirement of modern lesson planning. In science education research, especially in the German tradition of didactics, the model of educational reconstruction (MER) is widely established for the planning of research programs and lesson planning. This model offers linking points in the conception of inclusive learning environments that have not yet been sufficiently considered. From an educational science perspective, Universal Design for Learning diclusive (UDL diclusive) provides a theoretical basis in the context of inclusive and digital lesson planning. In this paper, both MER and UDL diclusive are briefly presented. We argue for the combination of both frameworks for contemporary lesson planning. At the center of our considerations, we present possible points of linkage between the two frameworks. Connection points are illustrated by planning an inclusive and digital experiment-based physics lesson.

Investigation of trochoidal paths in physics lessons

Abstract Using the example of trochoids it is shown how Bruner’s cognitive-psychological model of modes of representations is used to introduce the kinematics and its mathematical description of a complex motion in the introductory phase of physics studies. Enactive (experimental), iconic (simulation) and symbolic (equation) representations of the rolling motion of a wheel are combined to address the different types of learning to gradually introduce the formal description of trochoids.

EXPLORATION OF THE USE OF PHET SIMULATION ON NEWTON'S LAW MATERIALS TO IMPROVE STUDENT PHYSICS LEARNING OUTCOMES

AbstractThe background to this research is that physics lessons are often considered difficult and less interesting by students, especially because of their abstract nature, the complexity of mathematical calculations, and the difficulty in connecting theory with practice. One of the challenging topics is Newton's Law of motion, which includes the relationship between force, mass and acceleration. This research was carried out at MA Muallimin UNIVA Medan, by applying the Problem Based Learning (PBL) learning model, an innovative learning media that is relevant to development. technology. This research utilizes PHET (Physics Education Technology), an interactive simulation platform developed by the University of Colorado Boulder, to support learning Newton's Laws. PHET allows students to carry out virtual experiments independently with various variables, such as mass, force and surface type, so that student learning outcomes increase. The research method used is quantitative in class X-G. The instrument used is a written test (essay) with a total of 10 questions. It is known that the pretest and posttest data are normally distributed with a significance value of Pretest (0), Posttest (0,), and are declared homogeneous with a significance value Based on Mean (0.245) where the normality and homogeneity test values exceed (>) the real level used in the measurement namely α = 0.05 or 5%. With the help of SPSS, it is known that the average posttest student learning outcomes (85.93) are higher than the pretest (58.80), so it can be concluded that the hypothesis is accepted.

Білім алушылардың физика сабағында кәсіби құзыреттілігін қалыптастыру

The article shows that changes in the field of education are aimed at creating optimal conditions for the formation of competence not only in its professional field, but also in adjacent areas of knowledge. Currently, educational organizations are faced with the task of fulfilling the requirements of teaching physics to train highly qualified specialists for students studying in technical specialties. The activity of students in training contributes to the orientation of educational programs to the labor market, needs. The purpose of the article is to apply the knowledge and skills acquired in physics lessons in their professional field, that is, to form professional competencies.

Effects of Early-Program Physical Activity Lessons on Daily Active Minutes in a Digital Diabetes Prevention Program

ABSTRACT Background Reducing sedentary behavior and increasing physical activity have important benefits for type 2 diabetes prevention and risk reduction. Purpose To evaluate the immediate impact of completing educational lessons about physical activity within a fully digital diabetes prevention program (DPP) on the daily activity levels of participants with overweight or obesity and at risk for type 2 diabetes. Methods This study compared the pre-post change in daily active minutes of participants between two groups, 1. Completers, or participants who completed physical activity lessons 2 and 3 of the DPP and 2. Starters, or a propensity-matched control group who initiated the program but did not complete lessons 2 and 3 within the first month. Results We observed a significant difference in the change in daily active minutes between groups (U = 636742.5, p ≤ .0001). Completers increased their daily active minutes between baseline and the end of the first month (Mean = 7.1 minutes, SE = 0.7) while Starters decreased (Mean = –25.4 minutes; SE = 1.0). Discussion Targeted educational lessons about physical activity coupled with self-monitoring and automated coaching promoted daily physical activity among participants in a digital DPP. Translation to Health Education Practice Health educators may use digitally delivered educational lessons about physical activity to facilitate immediate changes in daily active behaviors. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.

The Role of a Complex Task in a Physics Lesson

The Role of a Complex Task in a Physics Lesson

The Effects of Constructivist Physics Lessons and Laboratories on Students’ Academic Success

This study examines the impact of constructivist physics lessons and laboratory activities on middle and high school students’ academic success. Utilizing the constructivist learning model, which emphasizes active student engagement, the research was conducted at Hyperion Theoretical High School in Chișinău, Moldova, involving 195 students across grades 6, 8, and 10. The study finds that integrating constructivist teaching methods — such as the 5E model, Flipped Classroom, and Early Physics Approach — positively influences students’ academic performance at the middle and high school level. The results indicate a significant positive correlation between students’ performance in laboratory work and their end-of-chapter evaluations. This highlights the importance of hands-on lab work in reinforcing learning and improving academic performance. The research reveals that, in middle school, girls perform better than boys in lab work and evaluations, but this difference diminishes in high school. The study suggests that constructivist lab work and assigned roles in group activities help reduce the gender gap in physics. The study indicates that physics is perceived as less masculine than traditionally thought, based on performance data and gender-related stereotypes. Despite some differences in performance, the overall constructivist environment in physics labs does not contribute to a negative experience based on gender.

Virtual Digital Laboratory Vernier as a Tool of Implementing STEM-Education Principles in Physics Lessons

The article highlights the results of the theoretical and methodological analysis of the issue of the use of the Vernier digital virtual laboratory as an innovative tool for implementing the principles of STEM education in physics lessons in high school. The purpose of this research paper is to justify the feasibility of integrating digital laboratories into the physics curriculum, which allows for its modernization through the integration of science, technology, engineering and mathematics. The study's methodological foundation is based on the active learning concept developed by D. Sokoloff, R. Thornton and P. Laws. According to it, the active nature of learning physics using the Vernier digital laboratory is ensured by the ability to conduct real, high-precision, and multiple measurements of various physical quantities, analyze the obtained data, visualize them as graphs or charts, and interactively adjust and generalize the results of the experiment. The main advantages and disadvantages of using this innovative learning tool have been analyzed, and its compliance with safety, accessibility and adaptability requirements has been determined. The content of implementing the scientific, technological, engineering and mathematical aspects of STEM education through the methodology of using the Vernier digital laboratory in physics lessons has been explored. An example of a tentative lesson plan for a physics class using the Vernier digital laboratory is provided. Based on the conducted research and the practice of using the Vernier digital laboratory in middle school physics lessons, it has been concluded that it has significant and comprehensive educational potential as an innovative tool for implementing STEM education principles.

FIGHTING EXERCISES AGAINST MANY OPPONENTS IN PHYSICAL EDUCATION LESSONS, SPECIFICALLY KARATE-DO, AT THE UNIVERSITY OF BUCHAREST

Background. During the Karate lessons with the advances students of the University of Bucharest, one specific method of training it is represented by the exercise of Happo Kumite. It is practiced with great pleasure by the high ranking colour belts students because the defender must block and counter-attack continously against eight adversaries surrounding him. (The word „Happo” refers to the eight main directions of possibilities for an attack). Objectives. This Kumite is based on a principle of self-defence. One should be able to defend himself against any directions of an attack. It is possible to face such an encounter in life. If unaccustomed to this kind of exercise, a student who can successfully defending himself against one opponent would be helpless against many adversaries and the techniques used would not be effective if he fails to realise this important requirement of self-defence. In order to face, a period ( 30 seconds to 2 minutes) surrounded by adversaries, this Kumite, more than others, requires the following qualities: promptness, endurance, proper breathing, smoothness (Tenshin, Tai Sabaki) and physical and mental control such as: timing, balance, relaxed attitude, concentration, acuteness, etc. Special attention must be given to this method for developing these qualities. Methods. In the initial stage, for the correct acquisition of motor skills specific to the respective theme, a wide range of methods is applied, in accordance with pedagogical principles: The method of explanation. It is used in all stages of preparation. One of the basic requirements of the explanation is that it should be short and understandable to those who have to learn it. The method of demonstration. It can be used in the discipline of karate through several procedures: the procedure of direct real demonstration and mediated demonstration procedure. Exercise method. The exercise method in Happo Kumite includes several procedures: the procedure of the constructively decomposed exercise, global exercise procedure and the procedure of full exercise under the conditions of additional efforts. Results. In performance of the Happo Kumite during physical education lessons at the University of Bucharest, the students will improve the coordination of mind and body, timing, balance, agility, endurance and fluidity of movement between techniques. To avoid the hazard of being winded, the students will also learn how to give special attention to the rhythm of breathing as this will greatly influence physical endurance and self-confidence. Conclusion. Because Happo Kumite involve the use of the whole body, these movements are an ideal form of physical exercise. They can be learned first individually and after that, practiced in groups of physical education classes by students – young, old, male or female. With this kind of exercise, the physical educational lessons will be more attractive and the progress of the students of University of Bucharest will be notable. Efficiency is acquired by practise. This important point should not be forgotten.

Effectiveness of a school-based high-intensity interval training intervention in adolescents: study protocol of the PRO-HIIT cluster randomised controlled trial.

High-intensity interval training (HIIT) is an effective strategy for improving a variety of health and fitness outcomes within school settings. Incorporating HIIT into existing physical activity opportunities appears practically feasible, yet the process evaluation and effectiveness of this strategy needs to be further evaluated. Therefore, a PRO-HIIT intervention will be conducted to evaluate the effectiveness of a 12-week school-based HIIT intervention on cardiorespiratory fitness, physical activity, body composition, muscular strength, bone health, cognitive function, wellbeing and academic performance among 12-13-year-olds. Eight classes of year 7 students (12-13-year-olds) from a secondary school in Ningbo, China, will be recruited and randomly allocated into an intervention or control group. While the control group maintains their usual activities, a 6 to 10 min HIIT session will be embedded in the physical education or physical activity lessons five days a week for 12 weeks for the intervention group. Training workshops will be conducted for participants, teachers, and research staff for facilitating the intervention. Outcome data will be collected at three time points: pre- and post-intervention, and two months (summer holiday) upon completion of the intervention. Linear mixed models will be used to analyse the impact of groups (intervention and control), timepoints (pre-, post- and two-month after intervention) and group by time interactions. The implementation process of the intervention will be evaluated using a process evaluation framework. Ethics approval is obtained from the Ningbo University Ethics Committee (TY2024002). Results from PRO-HIIT study will be disseminated via peer-reviewed journals, scientific conferences as well as local education system. The study protocol has been retrospectively registered on ClinicalTrials.gov Protocol Registration and Results System (NCT06374732), https://clinicaltrials.gov/study/NCT06374732.

Pre-Service Teachers’ Professional Vision of Argumentation Opportunities in Their Analysis of Videotaped Science Classroom Episodes

ABSTRACT To foster scientific argumentation in the classroom, science teachers need to be able to notice and interpret situations in their lessons that are starting points for argumentation discourses. To sustainably promote these skills, which we denote as a professional vision of argumentation opportunities, it seems crucial to start training teachers as early as their pre-service phase. Thus, we have developed a vignette-based practice activity with a category system that trains this vision. In this exploratory study, qualitative content analysis was used to examine eight pre-service science teachers’ (PSTs) responses in this practice activity. The results show that the PSTs were able to successfully identify and describe argumentation opportunities in videotaped chemistry and physics lessons. However, these PSTs had difficulties in explaining the contentious moments in the opportunities they had identified and in predicting suitable instructions that could promote argumentation. Overall, PSTs’ professional vision improved during a nine-week intervention, but differences—e.g. regarding the subject matter of a vignette or PSTs’ prior knowledge—also became apparent. The paper identifies such influencing factors and provides recommendations for using the practice activity in science teachers’ professional development.

Contributing factors to the improvement of conceptual understanding in a computer-based intervention in Newtonian dynamics

Students experience many difficulties learning the fundamental relationships in Newtonian mechanics, partly due to preexisting mental models that originate from their everyday lives. These preconceptions often persist even after instruction in mechanics and lead to a supposed incompatibility between physics lessons in school and personal experiences. This article presents research that focuses on students’ concept knowledge and conceptual understanding in the field of Newtonian dynamics. Interventions are presented that discuss authentic experiments with friction using different software as a tool. Overall, the interventions lead to an increase in conceptual understanding with a large effect size. A hierarchical linear model (HLM) is used to identify factors that lead to a larger or smaller increase in conceptual understanding of the topic. With the HLM, we infer that the pretest score, the students’ interest in how physical properties interrelate (interest in “theoretical physics”), prior physics performance (in kinematics in this case, measured in the physics grade), and the (intrinsic and extraneous) cognitive load influence the post-test score. We discuss possible explanations as to why these factors influence students’ conceptual change. Published by the American Physical Society 2024

The Effect of 6 weeks Physical Activity on Cognitive Control and Trait Impulsivity in Multi-problem Young Adults: First Findings of an RCT-study.

This study aimed to report the effect of a 6-week light-active versus moderate-active physical activity intervention embedded in a multimodal day treatment program on selected measures of cognitive control (i.e., response inhibition, error processing, and cognitive interference) and trait impulsivity. A randomized controlled design was implemented, including male multi-problem young adults (aged 18-27) assigned to either light-active (N = 12) or moderate-active physical activity lessons (N = 11). A repeated measures design was used to examine treatment effects between the two groups over time on response inhibition, error processing, and cognitive interference (measured respectively with a Go/NoGo task, a Flanker task, and the Stroop) and trait impulsivity (measured with the Dutch Baratt Impulsiveness Scale). Cognitive control, but not trait impulsivity, improved over time. Specifically, enhancements in inhibition and reduced cognitive interference were observed after 6 weeks. Error processing did not improve, but we did observe improved performance on an error-processing task. No interaction with physical activity intensity was found, suggesting similar treatment effects regardless of intensity. Results should be interpreted with caution due to several limitations, including the small sample size. Overall, due to current limitations (i.e., physical activity embedded in a larger treatment program, small sample size at follow-up, and low intervention adherence), it is not possible to draw any definite conclusions. However, the current findings contribute to a growing body of evidence suggesting potential benefits of physical activity (embedded in a multi-modal day treatment program) in the enhancement of cognitive control deficits in at-risk populations, independent of exercise intensity.

Shareholding Between Teacher`s Agency and Habit of Mind in Inquıry Physics Lessons During Pandemic

Shareholding Between Teacher`s Agency and Habit of Mind in Inquıry Physics Lessons During Pandemic

A Survey of New York State Physical Educators’ Use of Game-Based Approaches in K–12 Physical Education

Background/Purpose: The purpose of this study was to investigate physical educators’ self-reported use, understanding, and confidence with game-based approaches (GBAs) in their K–12 physical education programs. Method: A survey of New York State physical education professionals was conducted that yielded quantitative data on how they used game-based approaches. Data were analyzed using Observation Oriented Modeling (version 5.4.2022), a tool well suited for survey data, especially teachers’ reports of game-based lesson sequences. Results: Physical educators reported both awareness and confidence with various GBAs spending most physical education game-based lessons teaching invasion games with emphasis on the psychomotor domain. Respondents’ typical game lesson sequences did not match model GBA lesson sequences. Conclusions: Findings from this study indicate respondents do not use GBAs for their game-based lessons. Beyond teacher preparation, intentional professional development should address conceptual, pedagogical, cultural, and political obstacles, and may help practitioners become more pedagogically fluent with GBAs.

ПРИМЕНЕНИЕ ТЕХНОЛОГИИ КОМАНДНОГО МЕТОДА ОБУЧЕНИЯ В ПРЕПОДАВАНИИ ФИЗИКИ В ШКОЛЕ

The article examines the technology of team learning used in teaching physics at school, as well as its application in pedagogical practice. It was noted that the growth of information flow and the development of technologies in modern society make it possible to integrate new teaching methods into the field of education. Attention was also drawn to the fact that the technology of team learning is based on a methodology that assumes that students search for information on their own. The article presents the technology of the team learning method and its stages, forms of student assessment and examples of the application of the group learning method in physics lessons, including working in groups on projects, conducting virtual laboratory work. Topics were discussed and samples of projects for 9th grade students in physics were presented. The advantages of the methodology were considered, such as increasing student independence, increasing interest in the subject and the difficulties faced by teachers associated with the introduction of team learning technology into the educational process.

The use of alternative methods in working with underachieving students

In a modern school, one of the main tasks is to ensure a high level of student performance and requires constant efforts. This problem concerns such disciplines of the Natural Science direction as physics. Physics lessons include not only complex theory, but also conducting experiments, solving problems. In physics lessons, a high concentration of students is required for more effective assimilation of the material. Unfortunately, in a traditional school, conditions are not always created for this. Taking into account the fact that it is difficult for all students, especially those who are lagging behind, to take up extracurricular activities, we need to implement them. The traditional system may not contribute to not meeting the needs of these students and not increasing their motivation to learn. This paper presents an alternative teaching method in extracurricular activities in the teaching of physics, which successfully integrates into the traditional teaching system and significantly increases the motivation and performance of lagging students. For students who do not have problems with academic performance, the proposed technique further stimulates interest in the subject of physics. The reason for using alternative teaching techniques is related to improving the motivation of students with poor performance to understand and study physics. Since the greatest attention is paid to lagging students in this work, alternative methods make it possible to create favorable conditions for learning and mastering materials in physics. In this technology, non-standard approaches are widely used that allow you to fully reveal the potential of lagging students due to the fact that traditional methods turned out to be ineffective. The relevance of this study is due to the problem of developing methods and techniques for working with lagging students in high school. Currently, the main methods are associated with developing learning, but alternative technologies are becoming more and more important. The advantage of using alternative technologies in extracurricular activities is their ability to surpass traditional methods, and successfully increase the performance of lagging students. Taking into account modern trends and digitalization, alternative technologies promise prospects and provide a wide field for choosing methods in order to improve performance in classrooms. The purpose of this study is to provide modern alternative teaching methods to work with lagging students in school physics lessons, which are easily integrated into the traditional school system. To achieve the goal, the following tasks were set: Analysis of the compatibility of alternative learning technologies with traditional ones. Development of alternative teaching methods for lagging students that successfully integrate into the traditional school system and can be used within the framework of one lesson. Conduct a pedagogical experiment using the methods developed with lagging students, analyze the results and draw conclusions about the compatibility of alternative methods with the traditional school system and their effectiveness for lagging students. The object of the study is the integration of modern methods of alternative learning into the traditional system in order to improve the performance of lagging students. The subject of the study is the degree of integration of alternative teaching methods in a traditional school, based on the analysis of the progress of lagging students before and after the use of these methods. The research methodology involves the development of alternative teaching methods that correspond to current trends and the analysis of the assimilation of the material in physics lessons after their implementation. The novelty of the study is to propose alternative teaching methods that meet current trends in the education system and test them in a traditional school environment. This makes it possible to assess their compatibility with the traditional education system and their effectiveness for lagging students.

EXPLORING TRENDS IN GAME-BASED PHYSICS EDUCATION: A BIBLIOMETRIC STUDY FROM 1973 TO 2023

Games are widely used to increase students' interest and participation in physics lessons. We need an in-depth analysis of the consistency of this study. This study aims to analyze research trends in the use of games in physics education using a bibliometric approach. Data were retrieved from the Scopus database using the keywords "play" and "physical education". Among the 125 articles obtained based on the search criteria, a trend analysis of the study was conducted using RStudio and VosViewer software. The analysis shows that publications on this topic have increased significantly since the early 2000s, from 1973 to 2023. Researchers from the USA and Europe dominated the publication. Nevertheless, the countries of Asia and Australia also started to contribute significantly. Intercontinental cooperation is important to provide a broader perspective. The main magazine that publishes articles on this topic is "Computer and Education". The most cited articles focus mainly on the effects of games on students' learning of physics. They identified five main keyword clusters that represent different ways of using games in physics education. Overall, this study provides an in-depth understanding of research trends and key findings related to the use of games in physics education. Further research is recommended on game design, technology integration, and implementation strategies to maximize the benefits of play to improve the quality of instruction and student physical education achievement.

Teachers’ professional ideas on the characteristics of evaluation of educational results of students with limited health abilities on lessons of physics and mathematics

Introduction. The article is dedicated to the problem of evaluating educational achievements of students with limited health abilities in the classes of physics and mathematics. The results of the research aimed at the study of professional views of the teachers on the issues of conducting interim certification of students at the level of basic general education are presented in this work. The actuality of the study is determined by the need to improve the quality of general education of students with OHS, which is directly related to the assessment of their educational results. Materials and Methods. The study was conducted among physics and mathematics teachers using an online questionnaire, consisting of problems, the answers to which characterize the professional positions of teachers in terms of defining goals, developing assessment tools, using a differentiated approach and creating special conditions when conducting midterm assessment and assessing the educational results of students with special educational needs. Results. The results of the study showed a fairly wide variability of the views of the teachers on the subject studied. The majority of respondents point to the need to modify and differentiate the ratings by the degree of complexity, allowing to provide different types of assistance to students, and consider it necessary to create special conditions. At the same time, in practice, part of the teachers address the problem quite formally, and in some cases the special educational needs of the students are ignored. Discussion and Conclusions. According to the results of the study, the author, on the one hand, notes the insufficient scientific development of the problem, on the other hand, he identifies some professional deficits of physics and mathematics teachers in terms of competencies related to the assessment of educational results. These deficits, according to the author, can be overcome by developing and including in the content of the main and additional professional educational programs sections related to the study of the special educational needs of different categories of students with disabilities, which determine the features of assessing their educational achievements, including the features of adapting assessment tools and assessment procedures, creating special conditions.