Physics Education Research Articles

The Mitchell Institute Physics Enhancement Program—Supporting the Development of Out-of-Field, In-Service Teachers of High School Physics

The Mitchell Institute Physics Enhancement Program—Supporting the Development of Out-of-Field, In-Service Teachers of High School Physics

A Construction of Virtual Reality Technology Teaching Model to Improve Table Tennis Skills for University Students

Background and Aims: To explore and build virtual reality physical education courses, and create a new teaching model of "VR+ teaching" to improve the quality of talent training and teaching effect. This study will build a teaching model of virtual reality technology to improve college students' table tennis skills, trying to enable learners to complete real-time interaction of multiple senses with the help of sensing devices in virtual sports situations, and then combine the goal incentive and feedback mechanism to improve students' self-efficacy and learning interest, which can not only promote the diversified development of sports skill learning but also promote the development of sports skill learning. It also provides a reference for the application of virtual reality technology in physical education. The purpose of this study is to construct of virtual reality technology teaching model to improve table tennis skills for university students. Methodology: The survey included faculty and students at the three universities. Current number of teachers and students: Yunnan University has 1855 students and 66 teachers; Yunnan Normal University has 1980 students and 95 teachers. Yunnan Minzu University has 1531 students and 65 teachers. In this study, the experts were interviewed by telephone interview, face-to-face interview, and summary interview, using the method of interview outline. Questionnaires were distributed to students and teachers on-site and by webmail. The Delphi Method expert questionnaire was issued to 19 experts. Results: Most of the teachers are willing to use virtual reality technology to teach table tennis. They think virtual reality technology will improve their teaching effectiveness. Construct a virtual reality teaching model for improving college students' table tennis skills, and construct a virtual reality teaching model for improving college students' table tennis skills from five dimensions: teaching idea, teaching goal, teaching content, teaching process, and teaching evaluation. Most people agree on all issues (IQR range 0.00-1). Conclusion: Virtual reality technology is applied to table tennis teaching in colleges and universities so that students can quickly enter the role, and effectively improve the dull feeling caused by being bored and unable to hit the ball in the learning process of table tennis. While learning table tennis knowledge and skills, learners actively explore and complete the construction of new knowledge. It provides a new teaching concept for the reform of table tennis teaching and the multiple development of physical education curricula in colleges and universities and also promotes the deep integration of education informatization and physical education teaching in the new era.

Introducing Neurodiversity to the Physics Education Community

Introducing Neurodiversity to the Physics Education Community

Need Analysis of E-module Based on the Theory of Conceptual Change in Earth and Space Material for Class X of Vocational School in the Sumatra

This research examined the need for developing E-modules based on the Theory of Conceptual Change in physics education, with a focus on the topic of Earth and Space Sciences. Research method is quantitative descriptive The results of the questionnaire analysis involving teachers in 7 provinces, namely South Sumatra, West Sumatra, North Sumatra, Bengkulu, Jambi, Bangka Belitung Islands, Riau and students in 6 provinces, namely South Sumatra, West Sumatra, Bengkulu, Jambi, Bangka Belitung Islands, Riau shows that the average use of E-modules is still limited in schools, namely 42%, while an average of 70% of students stated that they had difficulty understanding physics concepts, especially those related to Earth and Space Sciences. Therefore, 100% of teachers and 88% of students agree that the development of E-modules based on Conceptual Change Theory needs need to do.

Leveraging Generative AI in Physics Education: Addressing Hallucination Issues in Large Language Models

Leveraging Generative AI in Physics Education: Addressing Hallucination Issues in Large Language Models

Bridging Learning and International Practice for Enhancing Physics Education

This paper discusses the implementation and outcomes of an Erasmus+ Blended Intensive Program (BIP) focused on physics education. The program aimed to address the challenges faced by first-year engineering students in mastering physics through a combination of online and face-to-face phases. Participants included students and faculty from three European universities: the Hungarian University of Agriculture and Life Sciences (MATE), the Universitat Politècnica de València (UPV), and the Slovak University of Agriculture in Nitra (SUA). A survey was proposed to students to obtain information that would benefit future programs. Survey results revealed significant improvements in students’ social skills and a high level of satisfaction with the program’s organization and methodology. However, areas for improvement were identified, particularly in administrative processes. The study highlights the importance of international cooperation and collaboration frameworks to ensure the program’s effectiveness across diverse educational systems. Overall, the BIP provided a valuable educational experience that enhanced students’ theoretical knowledge, practical skills, and interpersonal abilities, demonstrating the benefits of integrating innovative teaching methods in higher education.

Development of Problem Based Learning Teaching Modules Based on Blended Learning in the Implementation of the Independent Curriculum

The implementation of the independent curriculum in the education system requires teachers to develop teaching modules while conducting instructional activities in the right direction. This research aims to develop a problem-based learning teaching module based on blended learning that is suitable for implementation within the context of the independent curriculum. The type of this research is Research and Development using the ADDIE development model, which stands for analysis, design, development, implementation, and evaluation. In this research, the implementation is limited to the development stage only. The suitability of the teaching module is measured through the validation results of the teaching module, as well as the responses from teachers and students. The subjects of this research are physics teachers and 11th-grade students at SMA Methodist Banda Aceh. Data collection techniques involve the validation questionnaire for the teaching module by experts and practitioners, as well as questionnaires to gather responses from teachers and students. The research data is then analyzed using quantitative descriptive methods with percentage techniques. The overall validation results of the teaching module by content experts indicate a score of 99.7%, construction experts at 91.5%, and practitioners at 90%, all falling under the category of highly valid. Additionally, the results from the teacher response questionnaire show a score of 90%, and the student response questionnaire indicates a score of 86%, both falling into the category of very good. Based on the research findings, it can be concluded that the development of a problem-based learning teaching module based on blended learning is suitable for implementation within the framework of the independent curriculum.

Advanced undergraduate laboratory: exploring isotopic shifts in molecular spectroscopy

Current university physics curricula and pedagogical research lack the study of molecular spectrum and its isotopic effects. In light of this, and considering the simplistic architecture of CN molecules alongside the significance of carbon isotopes in atmospheric cycles and various other disciplines, we have developed an advanced molecular spectroscopy experiment tailored for upper-level undergraduate physics educational courses. Utilizing 12CO2 and 13CO2 as experimental mediums, this study delves into the exploration of molecular energy level transitions and isotopic effects within molecular spectra through the analysis of CN molecular emission spectra. Additionally, simulations of CN molecular energy level transitions were conducted using LIFBASE software, thereby deepening students’ grasp of molecular energy level quantization. This experiment uses molecular spectrum to realize the interpretation of energy level structure and isotope effects, which is groundbreaking and will add experimental reference and expansion to the teaching of atomic physics.

Robotics in the developmental teaching of physics students as a technology improving stem education

Robotics in the developmental teaching of physics students as a technology improving stem education

3365: Innovative interdisciplinary medical physics education and training

3365: Innovative interdisciplinary medical physics education and training

THE RELATIONSHIP BETWEEN SOCIAL ATTITUDE AND ETHICS OF ASSOCIATION WITH THE MORALS OF PHYSICS EDUCATION STUDENTS

This study aims to describe how social attitudes, ethics of socializing, and noble morals, and whether there is a significant relationship between social attitudes and ethics of socializing with noble morals of physics education students. This study is a quantitative descriptive study. The sample of this study was 88 physics education students. The data analysis techniques used were descriptive statistics and inferential statistics for hypothesis testing. Based on the results of the study and descriptive analysis, the average score of social attitudes was 60.23 and the average score of social ethics was 65.26, each score was in the sufficient category, where seen from the most dominant assessment indicators, attitudes can be learned, and attitudes can change with an average value of 289.25, for social ethics, the most dominant assessment indicator was understanding and applying ethics with an average value of 297.75, and the average score of morals of physics education students was 65.67 which was also in the sufficient category, where seen from the most dominant assessment indicators, it was education with an average value of 317. The results of the inferential analysis showed that the Fcount value was 2624.45 while the Ftable at a significance level of 5% was 3.13. Thus, the Fcount value is much greater than the Ftable value, meaning that there is a significant relationship between social attitudes and social ethics with the morals of physics education students.

Elementary, Middle, and High School Students and Pre-service Physics Teachers' Understanding of Interval Voltages in Electric Circuits; Focused on Prediction, Measurement, and Simulation Experiments

Elementary, Middle, and High School Students and Pre-service Physics Teachers' Understanding of Interval Voltages in Electric Circuits; Focused on Prediction, Measurement, and Simulation Experiments

TECHNOPARK OF UNIVERSAL PEDAGOGICAL COMPETENCIES IN THE SYSTEM OF PROFESSIONAL TRAINING FAILITIES OF FUTURE PHYSICS TEACHERS

Background. The article deals with the problem of improving the system of professional education for future physics teachers. As part of the program “Teacher of the future generation of Russia” in order to improve the material base in the pedagogical universities of the country modern educational spaces were created - Technoparks of universal pedagogical competencies. Purpose. To reveal the potential of the technopark of universal pedagogical competencies as an innovative means of increasing the effectiveness of training future physics teachers. Materials and methods. The methodological basis of the work is made up of systematic, competence-based and technological approaches. Theoretical analysis of scientific literature, pedagogical experiment, observation, testing, comparison, methods of mathematical statistics were used as research methods. Results. The comparative characteristics of the Тechnopark equipment and the equipment of the university laboratories was conducted, which became the basis for revealing the potential of the Тechnopark. The positive impact of the technopark on the development of key professional competencies of future physics teachers has been experimentally proven. The level of development of professional competencies of future physics teachers was diagnosed. Statistical processing of the results obtained was carried out using Fisher’s exact test, indicating the significance of differences between the selected groups of students. Practical recommendations for the implementation of this educational facility are formulated. The prospect of further study of the problem is assumed.

The Transformation of Sports Teaching Development Path Based on the SWOT PEST Model

Traditional physical education teaching often adopts a “one size fits all” teaching model, ignoring individual differences and interest needs of students, resulting in poor teaching effectiveness. Lack of data collection and analysis on student learning behaviour, interest preferences, etc. makes it difficult to make precise teaching adjustments and optimizations. Based on the analysis of the SWOT PEST model, this paper discusses the transformation of the development path of physical education teaching. The development status of sports teaching is analyzed by the SWOT PEST model, and its advantages, disadvantages, opportunities and threats are found. According to the analysis results of the SWOT PEST model, the paper puts forward the strategies and suggestions for the transformation of the development path of sports teaching. Through the case study, the application effect of the SWOT PEST model in the development path transformation of sports teaching is verified. This study provides new ideas and methods for the development of sports teaching and is of great significance for promoting the reform and innovation of sports teaching. A talent big data recommendation system based on collaborative filtering is constructed. The development environment and advantages and disadvantages of modular talents are to facilitate the industry to adopt corresponding strategies.

Students' Self-Regulated Learning in Physics: Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA)

This study aims to develop and validate an instrument that measures students' self-regulated learning in Physics. The pilot study involved 400 randomly selected Form 4 students taking Physics. Exploratory Factor Analysis (EFA) was conducted to assess the suitability of the measurement items and to identify the construct dimensions. Three main components were identified through the EFA procedure, namely self-motivation (DP), metacognitive planning (PM), and metacognitive monitoring (PK). The field study involved 435 Form 4 students taking Physics from daily secondary schools. The study population consisted of Form 4 students from daily secondary schools across Peninsular Malaysia. The sample was selected using stratified random sampling and simple random sampling from four states: Perak, Kedah, Negeri Sembilan, and Kelantan. Data from the field study were used to confirm the validity and reliability of the instrument through the Confirmatory Factor Analysis (CFA) procedure. CFA results indicated that the developed instrument is valid and reliable for measuring students' self-regulated learning. Once the measurement model was confirmed through CFA, the researchers structured these constructs into a structural model and estimated the necessary parameters using the Structural Equation Modelling (SEM) procedure. This study makes a significant contribution by producing a valid and reliable instrument for measuring self-regulated learning among Form 4 Physics students. This instrument can be used in future research to enhance the understanding of factors influencing students' self-regulated learning in the context of Physics education.

Need Analysis for Development of Inquiry-Based STEM Materials to Improve Critical Thinking Skills

21st-century learning plays an important role in producing quality human resources. One of the skills that students must have to face this century is critical thinking skills. This research aims to determine students' critical thinking skills and find out to what extent the stages of inquiry learning have been implemented, as well as their integration with the STEM approach. The type of research used is survey research. The instruments used were interview guide sheets, tests of student critical thinking skills, observation sheets of learning implementation, and analysis sheets of the interviews conducted with 4 physics teachers in the four schools. The research results show that learning in schools is still conventional (teacher-centered). The integration of the inquiry process with the STEM approach in learning and the teaching materials used is still low. Students' critical thinking skills are also low. Therefore, the recommendation from this preliminary study is that there is a need to develop physics teaching materials that integrate inquiry learning with a STEM approach to improve students' critical thinking skills.

CHATGPT IN TEACHING PHYSICS HANDS-ON EXPERIMENTS IN PRIMARY SCHOOL

This study explores the incorporation of artificial intelligence, specifically ChatGPT, to enhance the teaching of physics to primary school students. Using AI-driven simulations and interactive learning activities, the research demonstrates how these tools can convert abstract physics concepts into concrete educational experiences. The results suggest that ChatGPT promotes student involvement, inquisitiveness, and analytical thinking by offering personalized feedback and encouraging practical learning tasks. ChatGPT also significantly contributes to nurturing a positive attitude towards learning physics. ChatGPT helps students overcome the perceived challenges of the subject by providing instant feedback and clarification on physics principles, fostering a more enjoyable learning experience. The investigation underscores the importance of connecting theoretical understanding with real-world application through AI-supported experiments, reinforcing comprehension and nurturing a deeper understanding of the natural world. Additionally, the paper emphasizes the necessity for continuous evaluation of student engagement and academic achievements to gauge the impact of AI in the educational field. This ongoing assessment is crucial for understanding AI's effectiveness in education and making informed decisions about its future use. The study also addresses moral considerations related to data privacy and algorithm biases, highlighting the crucial need for ethical AI deployment in educational contexts. By stressing the importance of ethical AI deployment, the study aims to reassure the audience about the responsible use of technology in education. In conclusion, the study asserts that when integrated thoughtfully, ChatGPT can greatly enhance the educational environment, making physics more accessible and enjoyable for young students while preparing them for future scientific pursuits.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

The Concept of Formation of Professional Competencies of a Physics Teacher at the University

The Concept of Formation of Professional Competencies of a Physics Teacher at the University

A Comparison of Telesimulation Using the Virtual Resus Room and In Situ Simulation in Pediatric Emergency Medicine.

During the COVID-19 pandemic, there was a marked shift toward telesimulation in medical education. Limited studies exist comparing the effectiveness of online and offline simulation education. The goals of this study are to evaluate active learners' perceived effectiveness of telesimulation versus in situ simulation and to identify potential shortcomings of existing online teaching platforms. Through participant evaluations after a simulation, we compared telesimulation using the Virtual Resus Room (VRR) to in situ simulation in the domains of (1) self-efficacy, (2) fidelity, (3) educational value, and (4) teaching quality. Study subjects included medical and pharmacy residents and medical students completing their pediatric emergency medicine rotation at two children's hospitals as well as nurses, nurse practitioners, and physician assistants who were recently hired and orienting to their new roles in the emergency department. Learners used a modified Michigan Standard Simulation Experience Scale to evaluate either a telesimulation or in situ simulation case. Survey responses were compared using Wilcoxon rank sum tests with Bonferroni correction for multiple comparisons. In overall assessment, in situ simulation was rated higher than telesimulation. There were significant differences noted related to perceived realism, utility in training device-related skills, and utility in training team-building skills. All P values were less than 0.0036. There were no significant differences between simulation types in perception of physical examination fidelity, instructor adequacy, or self-efficacy. Telesimulation using the VRR is comparable to in situ simulation in learners' perception of improvement in self-efficacy and of teaching quality for pediatric emergency medicine topics. However, participants felt less able to practice tactile and communication skills virtually. Further innovation is needed to improve learners' experience with fidelity and educational value.

The development of digital educational materials on tribology and their application in the formation of the professional competence of future physics teachers

Tribology, as a science that studies friction in mechanisms and their wear, occupies an important place in the combination of education, science and industry. Therefore, the training of future physics teachers in the field of tribology is one of the urgent issues. The purpose of this study is to increase the effectiveness of teaching in the field of tribology and to evaluate the effectiveness of digital education in forming the professional competencies of students in this field. This research also used the methods of modeling in a digital environment, software and constructive design along with the methods of theoretical analysis. In addition, a pedagogical experiment was conducted in which 86 students participated. The learning outcomes were assessed using questionnaires. As a result of the research, an elective course “Physical Foundations of Tribology” was developed and digital resources for the discipline are included in the educational program. The results showed that the students in these programs have a high level of professional creativity and a positive attitude towards creative educational activities. They are also sufficiently prepared to use digital learning materials for this course (M = 3.89). The educational and methodological test showed how well e-learning resources have been developed to help students master the discipline of tribology at a professional level. This is evidenced by the fact that about 75% of students demonstrated a high level of professional knowledge and abilities. The results of the study are recommended to be used at all stages of training future teachers.