Physical Lessons Research Articles

Bringing exploratory learning online: problem-solving before instruction improves remote undergraduate physics learning

STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g., problem solving) before a lecture on the underlying concepts and procedures. This method has been shown to improve learning outcomes during in-person courses, without requiring the entire course to be restructured. The current study examined whether the benefits of exploratory learning extend to a remote undergraduate physics lesson, taught synchronously online. Undergraduate physics students (N = 78) completed a physics problem-solving activity either before instruction (explore-first condition) or after (instruct-first condition). Students then completed a learning assessment of the problem-solving procedures and underlying concepts. Despite lower accuracy on the learning activity, students in the explore-first condition demonstrated better understanding on the assessment, compared to students in the instruct-first condition. This finding suggests that exploratory learning can serve as productive failure in online courses, challenging students but improving learning, compared to the more widely-used lecture-then-practice method.

IMPROVEMENT OF SENIOR HIGH STUDENTS’ PERFORMANCE IN HEAT TRANSFER USING PRACTICAL ACTIVITIES IN EFFUTU MUNICIPAL, GHANA

This study investigated the integration of practical activities with theoretical lessons to improve students’ academic performance in the concept of heat transfer at A. M. E. Zion Girls’ Senior High School, Winneba, in the Central Region of Ghana. A sample of 50 female home economics students in SHS two was purposefully selected for the study. Questionnaires and test items were the main instruments used to collect data for the study. Students completed pre-intervention and post-intervention tests after using an interactive and hands-on instructional approach as an intervention. A descriptive statistical analysis was used to measure the trends in teaching and learning methods. Statistical differences between students' performance before and after the study were examined using the mean, standard deviation; t-test, mean gain, and effect size analysis to analyse the research questions. Student responses to the questionnaire revealed that 86% of the students understood the concept of heat transfer after the intervention and 94% of the study sample indicated that they would like to see physics lessons integrated with theory and hands-on activities. The average gain between pre- and post-intervention test scores was 3.74, with a p-value of 0.000** demonstrating the success of the intervention process. This study supports the use of instructional tools in the physics classroom and recommends the use of interactive hands-on activities to improve the student's academic performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0035/a.php" alt="Hit counter" /></p>

Instructional clarity in physics lessons: Students’ motivation and self-confidence

Instructional clarity in physics lessons: Students’ motivation and self-confidence

Penerapan Model Pembelajaran Problem Based Learning (PBL) Untuk Meningkatkan Motivasi Dan Hasil Belajar Peserta Didik Kelas X-10 SMA Negeri Ambulu Pada Materi Pencemaran Lingkungan

This study aims to determine the increase in learning motivation and learning outcomes using the Problem-Based Learning (PBL) learning model in class X-10 Ambulu State Senior High School on environmental pollution material. The research subjects totaled 36 students, consisting of 25 female students and 11 male students. This study uses a class action research method (CAR). This research was conducted in two cycles, which consisted of planning, action and observation, and reflection stages. The research data is in the form of students' learning motivation results and students' cognitive learning outcomes taken by technical description tests. The results of the questionnaire on students' learning motivation found that there were 26 students who felt happy and enthusiastic about physics lessons and 10 others who felt unenthusiastic. This shows that the learning motivation of students is good, but some others are not. The initial test cognitive learning outcomes were 59%, 74% in cycle I and increased to 88% in cycle II. This shows that the application of the PBL learning model can increase learning motivation and student learning outcomes.
 

Use of Electronic Resources in Teaching and Learning Physics in Higher Secondary Schools under Pemagatshel District, Bhutan

The study explored the use of electronic resources in teaching and learning Physics by teachers and students of Higher Secondary Schools under Pemagatshel Dzongkhag. The study employed mixed methods approach. Survey questionnaires, semi-structured interview and observation check list were employed to collect data from the field. The respondents were selected using non-probability convenience sampling and purposive sampling techniques. Quantitative data was statistically analysed and interpreted using Statistical Package for the Social Sciences (SPSS) version 22 and qualitative data was analysed thematically.
 The key findings suggest that majority of teachers and students were aware of, and utilized e-resources to support teaching and learning Physics. The Khan Academy site was explored the most by both teachers and students. Majority of the students made use of journal articles to complete their Physics project work. The findings of this study concluded that teachers and students have a positive attitude towards the use of e-resources. They perceived the use of e-resources makes Physics lessons interactive and lively.

Enhancing learning from online video lectures: the impact of embedded learning prompts in an undergraduate physics lesson

Enhancing learning from online video lectures: the impact of embedded learning prompts in an undergraduate physics lesson

Need Analysis to Develop Global Warming e-Module Integrated Problem Bases Learning Model to Improve Students' 21st Century Skills

The challenges of globalization require students to have skills or skills, especially skills of 21st century. The skills of 21st century that students must increase are the 4C skills, including: thinking in critical, creative, collaboration and communication. The research aim was to analyze the need for the making of an e-module on global warming integrated with the PBL model to increase students' skills of 21st century. In the research there were three something investigated, namely physics teachers, physics lesson plans, physics materials of teaching, and students of class XI IPA. The research subjects were 4 physics teachers and 33 people class XI SMA students Negeri 13 Padang. The techniques for data collection used in this research were interviews, documentation and 21st century skills tests. The collected of data by appropriate instruments were analyzed using techniques of descriptive statistical analysis. Based on data analysis, the results obtained included: 1) physics learning could not be carried out properly, 2) the learning objectives developed had not been able to help students achieve learning behavior, 3) analysis of the students characteristics found that motivation, interest, and independence of students are in the less category, 4) analysis of students' 21st century skills found that the initial skills of thinking in critical, creative, collaboration and communication of students are in the less category, 5) analysis of student learning outcomes it is found that midterm exam scores are still in the deficient category.

Notes for Lessons in Physics and Chemistry as Applied to the Arts

Notes for Lessons in Physics and Chemistry as Applied to the Arts

The diagnosis of scientific reasoning skills: how teachers’ professional knowledge predicts their diagnostic accuracy

Diagnostic competences of teachers are an essential prerequisite for the individual support of students and, therefore, highly important. There is a substantial amount of research on teachers’ diagnostic competences, mostly operationalized as diagnostic accuracy, and on how diagnostic competences may be influenced by teachers’ professional knowledge base. While this line of research already includes studies on the influence of teachers’ content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical-psychological knowledge (PK) on the diagnosis of subject-specific knowledge or skills, research on the diagnosis of cross-domain skills (i.e., skills relevant for more than one subject), such as scientific reasoning, is lacking although students’ scientific reasoning skills are regarded as important for multiple school subjects (e.g., biology or physics). This study investigates how the accuracy of pre-service teachers’ diagnosis of scientific reasoning is influenced by teachers’ own scientific reasoning skills (one kind of CK), their topic-specific knowledge (i.e., knowledge about a topic that constitutes the thematic background for teaching scientific reasoning; which is another kind of CK), and their knowledge about the diagnosis of scientific reasoning (one kind of PCK) and whether the relationships between professional knowledge and diagnostic accuracy are similar across subjects. The design of the study was correlational. The participants completed several tests for the kinds of professional knowledge mentioned and questionnaires for several control variables. To ensure sufficient variation in pre-service teachers’ PCK, half of the participants additionally read a text about the diagnosis of scientific reasoning. Afterwards, the participants completed one of two parallel video-based simulations (depicting a biology or physics lesson) measuring diagnostic accuracy. The pre-service teachers’ own scientific reasoning skills (CK) were a statistically significant predictor of diagnostic accuracy, whereas topic-specific knowledge (CK) or knowledge about the diagnosis of scientific reasoning (PCK), as manipulated by the text, were not. Additionally, no statistically significant interactions between subject (biology or physics) and the different kinds of professional knowledge were found. These findings emphasize that not all facets of professional knowledge seem to be equally important for the diagnosis of scientific reasoning skills, but more research is needed to clarify the generality of these findings.

Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons

Nowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those tools. Regarding the subject (e.g., STEM), this purpose includes specific content aspects, like data processing, or modeling and simulations of complex scientific phenomena. Yet, both pre-service and experienced teachers often consider their digital teaching competencies insufficient and wish for guidance in this field. Especially regarding immersive tools like augmented reality (AR), they do not have a lot of experience, although their willingness to use those modern tools in their lessons is high. The digital tool AR can target another problem in science lessons: students and teachers often have difficulties with understanding and creating scientific models. However, these are a main part of the scientific way of acquiring knowledge and are therefore embedded in curricula. With AR, virtual visualizations of model aspects can be superimposed on real experimental backgrounds in real time. It can help link models and experiments, which usually are not part of the same lesson and are perceived differently by students. Within the project diMEx (digital competencies in modeling and experimenting), a continuing professional development (CPD) for physics teachers was planned and conducted. Secondary school physics educators were guided in using AR in their lessons and their digital and modeling competencies for a purposeful use of AR experiments were promoted. To measure those competencies, various instruments with mixed methods were developed and evaluated. Among others, the teachers’ digital competencies have been assessed by four experts with an evaluation matrix based on the TPACK model. Technological, technical and design aspects as well as the didactical use of an AR experiment were assessed. The teachers generally demonstrate a high level of competency, especially in the first-mentioned aspects, and have successfully implemented their learnings from the CPD in the (re)design of their AR experiments.

Fizik Öğretiminde Yaşam Temelli Öğrenme Kullanımının Fen Bilgisi Öğretmen Adaylarının Konuları Gerçek Yaşamla İlişkilendirme Düzeylerine Etkisi

In the study, the effect of using context-based learning by the pre-service science teachers in teaching physics on their levels of associating the subjects with real-life was explored. According to this purpose, the associating levels of the pre-service teachers, educated with the context-based learning, with physics lesson, which is thought to be directly interrelated with mathematic, and with music and sports lessons, which are not thought to be very related have been investigated. In the study, the applications were carried out with 30 pre-service science teachers, studying at the fourth class of the university, for one year. The study was experimental and the single-group pre-test post-test design, which is considered within the scope of weak experimental designs, in which data are examined considering effects of the experimental procedure on a single group using pre-test and post-test, were used. The data were collected with the help of open-ended questionnaires on context-based learning applications of learning areas. These questionnaires were prepared to determine the knowledge and developments of the participant pre-service teachers about the relationship between physics and real-life before and after the activities. The questionnaire prepared in line with the common opinions of the four science researchers with knowledge of qualitative researches consisted of the question as " Does the ……. learning area has the relationship with the real-life? If there is, write down all the usage areas you know and explain how it is used." At the end of the study, we found out that the pre-service science teachers associated the physics subjects with daily life easier, created new contexts and became aware of relationships that they were not aware of before. It can be claimed the skills of being aware of the physics in daily events, interpreting the events in terms of physics and understanding and interpreting the application areas of the laws of physics were developed.

The Effectiveness of Using Digital Books on the Problem-Solving Ability of High School Students in Physics Learning

Problem-solving ability is one of the essential skills needed in the 21st century. Therefore, there has to be learning media that supports students' problem-solving abilities in physics lessons. One teaching material that is very suitable for the digital era is a digital book, commonly called an ebook. This study aims to determine the effectiveness of digital books in improving problem-solving over the past five years, 2018-2022 taken. This study uses a literature study method that includes reputable international and national journals. From the study results, it was found that during the last five years of the 30 journals we have reviewed, 98% that use of digital books was effective in improving problem-solving skills. This digital book can also improve some of the skills needed in the 21st century. Digital books have many advantages, including lots of pictures, graphs, phenomena, and animations that are relevant to learning physics, making learning physics more fun, and developing students' creativity in exploring and learning physics. Besides that, the drawback of digital books is that they can tire your eyes because you have to linger in front of your cell phone or laptop.

Analysis of the Needs of STEM Teaching Materials in Physics Subjects in High Schools

Teaching materials as a support for the implementation of learning are needed so that they can be carried out properly in accordance with the competencies to be achieved from the learning process carried out. STEM is an approach that is suitable to be applied in a physics lesson in high school. Therefore, it is necessary to analyze the needs of STEM teaching materials in high school physics subjects. The research method used is descriptive using three objects studied including high school physics teachers (3 teachers through interviews and 44 teachers through questionnaires), documents including syllabus and teaching materials, and 183 high school students (83 students in class X, 51 students in class XI and 49 students of class XII) by using a questionnaire. The results show that there is a need for STEM-based teaching materials in high school physics learning to support students' skills in problem solving and product design. The recommendation given is the need for the development of STEM teaching materials in high school physics subjects.

Formative assessment of children's learning results in physical culture lessons in New Ukrainian School

The thesis analysed modern methodical approaches to the assessment of educational achievements of students in physical education lessons at the New Ukrainian School at various stages of education. The main determinants had identified of the activity of the physical culture teacher in relation to the organization of formative assessment
 Furthermore, in the process of work, it had found that the barriers to the wider use of formative assessment are: the discrepancy between formative assessment and final tests, which are designed to ensure the accountability of schools regarding the educational achievements of students; the lack of consistency between assessment and evaluation at the school and classroom levels and the perception that formative assessment is too resource-intensive and time-consuming to be practical.
 The methodology of formative assessment techniques is justified. Assessment in physical education is carried out in the following areas: cognitive domain - what students know and understand; health-related physical fitness - improvement of physical fitness levels; psychomotor skills - what students can do and perform; affective domain - attitudes and beliefs towards the subject. It is noted that assessment in the affective domain involves: identifying behaviors; communicating actions (indicators) that are acceptable for students to meet the expectations regarding the assessed characteristics/behavior; using checklists, rating scales, journals, event records, exit slips, written tests. General behavioral characteristics include: effort (willingness to participate); fair play (sportsmanship); readiness to cooperate (teamwork). These characteristics may have different significance for different individuals, so it is the teacher who decides which characteristics/behaviors are most important for the lessons.

Analysis of The Use of Discussion And Question And Answer Methods As an Effort to Improve Student Physics Learning Outcomes

This study aims to find out how the views of teachers and students regarding the use of discussion and question-and-answer methods in learning physics as an effort to improve student learning outcomes, especially in the wave material on class XI MIA students at Madrasah Aliyah Negeri 2 Muaro Jambi for the 2022/2023 academic year. The population in this study were students of class XI MIA with a total of 22 students, with 11 male students and 11 female students. Sampling in research This method uses total sampling, where the entire population is used as a sample. Data was collected through observation through a questionnaire containing items, questions, and teacher interviews. Research results show that the views of teachers and students on how to use the discussion and question method answer in physics subjects are categorized quite well. The average students say that this method is suitable for use in physics lessons but still hesitates to say that using this method of discussion and question and answer can help them better understand the material. Still, the students also do not think negatively about the method. This, too, was put forward by the physics subject teacher at the school; he said that the use of discussion and question-and-answer methods is quite good and effective.

A Study Comparison the Application of Discovery Learning and Problem Based Learning Models on the Critical Thinking Ability

Purpose of the study: The purpose of this study is how are the differences in students' critical thinking skills in physics subjects using discovery and problem-based learning models at Madrasah Aliyah Laboratory in Jambi City. Methodology: The research design used by researchers is a quantitative research type of quasi-experimental design using a pretest-posttest control group design, with a total sample of 56 students using a total sampling technique. The instrument in this study used a test with a Cronbach alpha of 0.919. The data analysis used includes descriptive and inferential statistics. Main Findings: Based on the data analysis and discussion above, it can be concluded that students' critical thinking skills in physics subjects in static electricity material are in a good category. This indicates that the application of discovery learning models and problem-based learning can improve the thinking skills of critical students. This is reinforced by testing the hypothesis through an independent sample t-test that there is a significant difference between the use of the two models in improving students' critical thinking skills, especially in physics lessons on static electricity. Novelty/Originality of this study: This research has a novelty, especially in cognitive, namely critical thinking skills, which can be improved with a scientific approach, especially using discovery learning models and problem-based learning.

Kemampuan Berpikir Kreatif Peserta Didik pada Materi Fluida Statis Menggunakan Model Problem Based Learning (PBL)

This research is based on the results of initial observations and interviews, it was found that students were less enthusiastic about physics lessons. The learning process that occurs in the teacher's classroom is more dominant than the students. This causes students to be less motivated to be more active in the learning process and less involved in the learning process. In addition, the results of interviews with students who were only presented with practice questions and more listening to material explanations could lead to a lack of interaction between teachers and students in the learning process. The teacher also has never applied a problem-based learning model when teaching static fluid material. This study aims to describe students' creative thinking skills in static fluid material using the Problem Based Learning (PBL) model at SMAN 2 Kuala Pemburan. This research uses the type of experimental research. The research was carried out in class XI MIPA SMAN 2 Kuala Pemburan in the odd semester which was conducted in July on the subject matter of Static Fluids for the 2021/2022 teachings. The instruments used are in the form of test questions about creative thinking skills, lesson plans (RPP), student worksheets, and observation sheets. The population used was students of class XI MIPA at SMAN 2 Kuala Pembuang.

PHYSICAL EXERCISES FOR IMPROVING THE VOLUNTARY MOTOR-TYPE ATTENTION IN 5-9 GRADE PRIMARY SCHOOL STUDENTS

The voluntary motor type attention is considered as one of the important mental functions for a person. Voluntary attention is necessary first of all for successful study and formation of the ability to apply acquired important knowledge and skills in various life situations that are constantly changing. Therefore, the problem of improving voluntary attention in general, and motor type attention in particular, continues to be a subject of constant study. The purpose of the study is to justify special sets of physical exercises designed to improve voluntary motor type attention among 5-9 grade primary school students. For justification of the physical exercises complexes, a study was conducted using the methods of analysis and synthesis of scientific information, pedagogical observation and experiment. During the research, nine special physical exercises were selected, divided into three groups: the first group - individual exercises; the second group - exercises performed in pairs; the third group - group exercises. The students of the experimental group performed sets of special exercises three times a week at the beginning of the main part of the physical training lesson. Individual training included consecutive repetition of special sets of 10 minutes duration exercises. A total of 12 such classes were held. The students of the comparison group studied according to the usual program and did not perform special exercises to improve voluntary attention of the motor type. At the beginning and at the end of the experiment, a comparative analysis of the indicators of the errors number made when performing control exercises for the attention of male and female students was carried out. During the research, the positive influence of experimental complexes of physical exercises on the improvement of the voluntary motor type attention among 5-9 grade primary school students was found. The research results showed the effectiveness of the training program using special sets of physical exercises to improve the voluntary motor type attention for primary school students of this age category. It is considered appropriate to continue conformation the effectiveness of the use of special physical exercises designed to improve the motor type voluntary attention for other age categories of primary school students.

USING OF EUROPEAN EXPERIENCE IN THE ELABORATING OF NEW CONCEPTUAL APPROACHES TO PHYSICAL EDUCATION OF UKRAINIAN HIGH SCHOOL PUPILS

The relevance of the problems presented in the research article is the need to elaborate new conceptual approaches to the physical education of Ukrainian high school pupils against the background of the war and granting Ukraine the status of a candidate for EU membership. The purpose of the article is to study the best practice of school physical education in European countries and outline the ways of its using in Ukraine. The article uses such research methods as methods of information collection and processing, comparative analysis, classification and typology, specification and generalization. The specifics of different concepts of physical education in the EU countries are shown on the example of Germany, France and Italy. The author proved that the German model does not involve state intervention in the regulation of relations in the area of physical education and sports. At the same time, France and Italy represent a model of state regulation of these relations, in the framework of which physical culture is recognizing as having a fundamental social importance for ensuring national-cultural identity. From the pedagogical point of view, in these countries, the health-adaptive model of school physical education takes the leading place, and the sports-recreational model is used as a companion. Germany, as well as the Anglo-Saxon world as a whole, is characterized by a combination of person-oriented and health-adaptive models. Ukraine after gaining independence moved from socially-oriented to a personal-oriented model of school physical education with certain elements of health-adaptive model, which was an imitation of the Anglo-Saxon tradition. Today, solving the task of increasing the level of health and physical readiness of school youth against the background of satisfaction of the public need for reliable provision of national security and protection of the state from aggressive encroachments involves a transition to a socially-oriented model with new content. This model involves the intensification of the educational process, stricter approaches to the physical education of high school pupils in the context of their preparation for potential military service, and emphasis attention on the acquisition of military-applied motor skills. At the same time, it is necessary to preserve the elements of the existing trend towards the liberalization of school physical education, to avoid excessive utilitarian character of the educational process and directive methods of managing educational activity. To implement such a reform, it is important to use European experience. It is primarily about strengthening state support for the industry, expanding the social component in the physical education of high school pupils, developing flexible curricula to which teachers could add their author's components, ensuring the formation of high moral qualities and patriotism in physical culture lessons.

Moral Development of Senior High School Students in Physics Learning Based on Traditional Game

Physics learning is carried out to develop students' cognitive, psychomotor, and morale. This phenomenological research aims to explore the moral development level of senior high school students in physics learning based on traditional games during Covid-19 pandemic. The research data were collected through in-depth interviews with eight physics teachers and eight senior high school students. The participants were selected using a purposive sampling technique. Data analysis uses analytic reduction which begins to identify important statements from interview results, determine core theme, and interpret interview results' essence. The research results found that physics learning in senior high schools during Covid-19 pandemic was integrated into traditional games. The student's moral development in physics learning-based on traditional games at second, third, fourth, and fifth levels. Moral development at the second, third, fourth and fifth levels sequentially is shown by the willingness to take part in physics lessons to move up grades, facilitate the application of physics concepts, explore abilities, and integrate physics learning into daily activities. It takes high-quality teachers and complete distance learning facilities so that students can optimize their moral development.