Physics Education Research Articles

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.

Study on Profession-Oriented Health-Related Physical Fitness Teaching Model

With the development of social economy and the diversification of professional demands, health-related physical fitness education is increasingly important in profession-oriented education. This paper aims to explore a profession-oriented health-related physical fitness teaching model by systematically analyzing the definition, components, importance, and relevant theories of health-related physical fitness. It combines these elements with the definition and objectives of profession-oriented education to identify the intersections. Based on this, a profession-oriented health-related physical fitness teaching model is constructed, exploring its design principles, teaching content, methods, and implementation strategies. The results show that a profession-oriented health-related physical fitness teaching model can effectively enhance students' professional skills and health literacy, providing new ideas and practical paths for vocational education reform.

Challenges facing the implementation of Chemistry and Physics as separate and stand-alone subjects in the revised Secondary School curriculum in Malawi

It is impossible to overestimate the importance of chemistry and physics to society, but in Malawi, secondary schools do not adequately teach these subjects. The purpose of this study is to investigate the obstacles to the efficient teaching of physics and chemistry and to suggest ways to improve their application. Using Cornbleth's framework for curricular implementation as a guide, the study looks into the challenges instructors in these areas confront. The qualitative case study, which took place in two secondary schools in Malawi's Blantyre District, involved 28 participants which were two head teachers, three chemistry teachers, three physics teachers, and twenty students. Data was collected through classroom observations in addition to interviews. The results show that there are a number of issues, such as a lack of certified teachers, inadequate resources and labs, a dearth of textbooks, inadequate teacher orientation, poor teaching and evaluation techniques, and a lack of supervision. To improve Chemistry and Physics education in secondary schools, recommendations include hiring more trained instructors, constructing well-equipped laboratories, and enhancing teacher preparation and oversight.

Optimization of indoor thermal environment based on sensor networks and multimedia assisted physics teaching

Multimedia technology combines various media elements such as text, images, sound, and video, making classroom teaching more vivid, intuitive, and interesting. This article introduces a multimedia courseware assisted physics teaching application based on sensor networks and deep learning technology. This application has two functional modules: user user end and cluster control end. On the user end, obtain user commands through the virtual machine end and share the original multimedia files using the CIFS protocol. The user command is redirected to the user end, and then the corresponding command is executed on the user end to directly transmit and play the original multimedia file. At the same time, the user end will also provide data feedback and recording for subsequent data analysis and evaluation. At the cluster control end, based on the information collected by the sensor network, an adaptive linear regression algorithm is used to predict the reference value. By analyzing and processing the collected information, the cluster control end can reasonably arrange the playback content of multimedia courseware to meet the learning needs of students. This multimedia courseware assisted physics teaching application based on sensor networks and deep learning technology provides new help and support for physics teaching.

Jupyter widgets and extensions for education and research in computational physics and chemistry

Interactive notebooks are a precious tool for creating graphical user interfaces and teaching materials. Python and Jupyter are becoming increasingly popular in this context, with Jupyter widgets at the core of the interactive functionalities. However, while packages and libraries which offer a broad range of general-purpose widgets exist, there is limited development of specialized widgets for computational physics, chemistry and materials science. This deficiency implies significant time investments for the development of effective Jupyter notebooks for research and education in these domains. Here, we present custom Jupyter widgets that we have developed to target the needs of these communities. These widgets constitute high-quality interactive graphical components and can be employed, for example, to visualize and manipulate data, or to explore different visual representations of concepts, clarifying the relationships existing between them. In addition, we discuss with one example how similar functionality can be exposed in the form of JupyterLab extensions, modifying the JupyterLab interface for an enhanced user experience when working with applications within the targeted scientific domains.Program Title: Development of Jupyter widgets and extensions for computational physics and chemistryCPC Library link to program files:https://doi.org/10.17632/7n2r2xh44k.1Developer's repository links:https://github.com/osscar-org/widget-bzvisualizerhttps://github.com/osscar-org/widget-periodictablehttps://github.com/osscar-org/widget-bandsplothttps://github.com/osscar-org/jupyterlab-mol-visualizerLicensing provisions: BSD 3-clauseProgramming language: JavaScript, TypeScript, PythonNature of problem: Interactive widgets can greatly enhance the learning process of students when used as components of educational notebooks, and streamline day-to-day research tasks of scientists when employed within research workflows leveraging the Jupyter ecosystem. Unfortunately, there is still a lack of specialized widgets tailored for use in computational physics or chemistry. Due to this, user experience and time-to-development or adoption of software tools of this kind are still poor.Solution method: We have developed a number of high-quality and versatile Jupyter widgets and extensions, delivering customized visual software components for computational physics and chemistry. These tools considerably enhance education and research applications in these domains. Our widgets have already been adopted in several educational or research tools. The software is available and open source, facilitating adoption.

Exploration of Multi-level Teaching of Physical Education in Universities Based on Information Technology

Since entering the information age, various industries have been further developed with the support of information technology, and the field of education is no exception. Since the construction of sports informatization in universities, the widespread application of various educational informatization technologies has promoted the innovation of sports teaching modes and methods. At present, the construction of a multi-level physical education teaching system based on information technology in universities is not only an innovative exploration of traditional physical education teaching work, but also a necessary path to promote the reform of physical education teaching work. Based on this, the article first elaborates on the concept of multi-level teaching, and then analyzes the application advantages of information technology, as well as the importance of implementing multi-level physical education teaching in universities based on information technology. Corresponding suggestions are proposed to mobilize the enthusiasm of college students to participate in physical education learning and exercise, unleash the educational value of sports, and help them shape a sound physical and mental quality.

KEY PRINCIPLES OF FUNDAMENTALIZATION ASSESSMENT OF THE QUALITY OF KNOWLEDGE OF FUTURE PHYSICS TEACHERS

The article defines and characterizes a number of key principles of fundamentalization of the assessment of the quality of knowledge of future physics teachers: effective monitoring, generalization of knowledge, complexity, phasing, technological innovations, strategic planning, active use of scientific and pedagogical knowledge. Thus, the principle of effective monitoring involves taking into account three main aspects of monitoring, which are important in the context of improving the quality of student training in the university environment (organizational-management, procedural-didactic, intra-personal) and implements a number of management functions of monitoring the quality of knowledge of future physics teachers through planning and forecasting, organizational leadership, administrative activities, motivational measures, control and diagnostic measures, information analysis. The principle of generalization of knowledge as a key principle of foundationalization of the assessment of the quality of knowledge of future physics teachers is aimed at determining the necessary minimum knowledge that will allow the specialist to successfully solve the professional tasks facing him in modern society. The principle of complexity provides orientation to the evaluation of the quality of the educational process by components (target, motivational, content, operational-activity, control-regulatory, evaluation-resultative) and compliance with a number of requirements when evaluating the quality of knowledge of future physics teachers (planning, systematicity and systematicity, objectivity, openness and transparency, economy, subject matter, taking into account the individual capabilities of students, unity of requirements). The principle of phasing as a principle of foundationalization of the quality of knowledge assessment of future physics teachers implies that this process should be considered as the creation of a holistic system of evaluation of the professional activity of future physics teachers, which meets the standard of higher education, which includes the professionalization stage, the foundationalization stage and the stage of practical readiness. The principle of technological innovation involves the selection of new methods, means and forms of organization for assessing the quality of knowledge of future physics teachers, thereby designing an innovative system for assessing the fundamental knowledge of physics students. The principle of strategic planning provides: the orientation of the process of professional training of physics teachers on the development of the personality of the future specialist through the creation of an objective evaluation system in the context of academic integrity; development of a strategic evaluation plan; compliance of the didactic process with modern trends in the development of science, technology and educational and scientific trends; optimal combination of various forms and methods of assessing the quality of knowledge of future physics teachers; rational application of digital tools for assessing the quality of knowledge at various stages of training at the university; compliance of the training results of future physics teachers with the requirements set forth by the field of their professional activity, ensuring their competitiveness in the market of educational services. The principle of active use of scientific and pedagogical knowledge provides that the creation of a system for assessing the quality of knowledge of future physics teachers should reflect the current state of pedagogical science in the context of monitoring the quality of education, predict future directions and prospects for development, as well as consider cause-and-effect relationships, interrelationships and the influence of the content of professional training on program results at the level of theoretical generalizations. It was found that the process of assessing the quality of knowledge of future physics teachers is planned as follows: conduct an analysis of the course (each educational component) to develop an assessment that will meet the goals and methods of the course; drawing up a calendar plan for control, which covers different stages of training: before the start, during training and at the end of the course; the choice of control methods that correspond to the goals and phases of control; selection of assessment tools, such as tests, surveys, problem-solving, in particular, tools based on the use of digital technologies; determining the weight of the current control in the final result.

Digital Transformation Strategy Towards Insurance 4.0: Case Study of PT Reinsurance ABC

The advancement of technology has brought significant impacts to the world of education, opening opportunities for the development of more engaging and innovative learning methods. The utilization of technology, especially in science education such as physics, enables the presentation of material in a visual, interactive, and concrete manner. One of the recent breakthroughs is the concept of Motion Dynamic Metaverse (MD-Verse), which adds a new dimension to physics learning through virtual environments. With its interactive features, MD-Verse provides a dynamic and enjoyable learning experience. This research aims to develop Metaverse Teaching Materials on the topic of dynamics of motion for college students. Validation results indicate that MD-Verse is suitable for use in physics teaching, contributing to enhancing students' understanding and interest in physics concepts.

Training Teachers For New Ways Of Understanding Physics Teaching From Its Mathematization

Using mathematics in physics teaching often becomes an obstacle to learning. About this problem, we study possibilities of training future teachers for new understandings about the relationship between physics and mathematics. Our main frame of reference is a research sequence developed in the Teaching and Learning of Physics research group. Data arose from participant observation in the “Didactics of Physics” course in an initial teacher training program. It was qualitative research of case study type, with 20 students finishing their training process. We focused on addressing the "mathematization of physics for teaching" in three phases by developing ways to enrich classroom interaction using experimental resources, technologies, and literature. The three phases were the criteria for planning and executing the course. 1) Phenomenological approach; 2) Physical systems observation and; 3) Conceptual modeling. Results show how students substantially changed the way of creating explanations in physics to the point of being able to work on topics that they did not understand at the beginning, such as Minkowski diagrams, quantum entanglement, and the concept of entropy. We found evidence of real possibilities to get out of the traditional way of presenting mathematics in physics, understanding the mathematization as a natural and mental process to see nature.

"Track style" children's fundamental movement skills test: construction and verification of an efficient evaluation system.

This study aimed to develop an efficient tool for assessing children's fundamental motor skills, the "Track style" Children's Fundamental Movement Skills Test (TCFMST), based on theories of motor development integrated with Chinese cultural context and physical education teaching situations. Starting from a literature analysis, the study selected items from existing fundamental movement skill (FMS) assessments, textbooks, physical education and health standards, and children's movement guidelines to construct a pool of test items. Subsequently, the items were screened and optimized using the Delphi method. Finally, the feasibility, discrimination, difficulty, reliability, and validity of the constructed test were examined using testing methods. The TCFMST includes three dimensions: locomotive skills, body control skills, and manipulative skills, with a total of 10 items. The difficulty and discrimination of each item are appropriate; the correlation coefficients for retest reliability range from 0.789 to 0.943 (p < 0.01). The results of exploratory factor analysis indicate that the common factors align with the hypothesized three dimensions, indicating good structural validity of the test. The concurrent validity results show a correlation coefficient of -0.510 (p < 0.01) between the TCFMST and the total score of TGMD-3, indicating a moderate correlation between the two tests. The TCFMST developed in this study has good difficulty, discrimination, reliability, and validity. It also features strong operability, a short duration, and high interest. It can serve as an important tool for monitoring children's fundamental motor skill levels.

Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting

Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6- and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin- than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions.