Physical Classroom Research Articles

Employing Active Learning in Physics Classroom: Enhancing Student’s Behaviour and Cognitive Aspect in Lower Secondary Schools in the Rwamagana, Rwanda

Employing Active Learning in Physics Classroom: Enhancing Student’s Behaviour and Cognitive Aspect in Lower Secondary Schools in the Rwamagana, Rwanda

SWOT analysis and teaching strategy of aerobics in college physical education classroom

This study delves into the strengths, weaknesses, opportunities, and threats of aerobics through SWOT analysis. Aerobics offers a comprehensive workout, enhancing students’ physical fitness and promoting overall well-being. Nevertheless, challenges include a lack of awareness among students and potential issues such as insufficient sports skills. Opportunities arise in college physical education courses, serving as an excellent platform for fostering students’ holistic development. However, aerobics faces threats in teaching, such as time constraints and varying student interests. Addressing the actual teaching scenario, corresponding strategies are proposed. Firstly, there is a need to strengthen the promotion and education of aerobics. Secondly, employing a hierarchical, step-by-step teaching approach can elevate students’ motor skills. Additionally, designing engaging and challenging aerobics courses aligned with the characteristics of college physical education helps ignite students’ enthusiasm. Lastly, teachers should flexibly adjust content and methods to ensure effective calisthenics teaching. Through SWOT analysis and the discussion of teaching strategies, this paper aims to offer valuable insights for the aerobics teaching in college physical education classrooms. The goal is to promote students’ all-round development and enhance the overall quality of physical education.

Spatializing literacy-as-events. Literacy in new techno-scholastic environments of lower secondary classrooms

Drawing on recent re-conceptualisations of the established concept of literacy events into literacy-as-events, this article furthers empirical and theoretical understandings of spatiality in classroom literacy. Using a socio-material approach, it investigates spatial formations of literacy-as-events in lower secondary education in new techno-scholastic environments, where the digital and the scholastic have become indiscernible from each other. The empirical material consists of video recordings from Swedish and Danish classrooms, using two cameras and screen-recordings of students’ screens. From a rich data material, three examples were selected for analysis, thinking with notions of spatial imaginaries and the metaphors of network, region, resonance and fluidity to investigate spatial formations as students work with literacy tasks. The analysis shows how literacy in these digitally rich classrooms becomes distributed over a range of distances in the physical classroom space, where we identify projector-laptop, student-laptop and through the screen formations as examples of spatial formations important for what it means to be a student in contemporary digitalized classrooms. The article highlights the importance of further discussions on how digital technology contributes both to new potentials for meaning-making, and to challenges related to managing a constant state of fluidity without reverting solely to traditional regulatory practices.

Examining mechanics problem-solving strategies among engineering students at a selected public university in Rwanda

Abstract This paper presents the findings of research conducted at a selected university in Rwanda aiming to evaluate the mechanics of problem-solving strategies among engineering students. Problem-solving is an important component of science, technology, engineering, and mathematics education as well as in everyday life. To enhance the development of problem-solving skills, researchers and curriculum creators must develop problem-solving strategies for solving mechanics problems and for improving engineering students’ performance in physics classroom tasks. The study investigated engineering students’ strategies for their mechanics problem-solving using a mixed-methods research approach that includes questionnaires, interviews, and tests. A purposive sample of 99 students was chosen, with 20 students and three instructors randomly selected for interviews. Findings revealed that students heavily rely on algebraic equations, neglecting visual representations in mechanics problem-solving. Challenges identified include limited familiarity with alternative representations, difficulties transitioning between them, and a constrained understanding of their interrelationships. Recognizing these practices and strategies informs the design of more effective pedagogical interventions. Incorporating the best problem-solving strategies in physics education is a potential avenue to bolster problem-solving skills and deepen comprehension of mechanics concepts among engineering students.

Buzz Lightyear and the Physics Classroom: Can Science Fiction Animated Movies Spark In-Class Discussion of Time Dilation?

Buzz Lightyear and the Physics Classroom: Can Science Fiction Animated Movies Spark In-Class Discussion of Time Dilation?

Effects of MOOC and video conferencing deliveries on vocabulary usage and learning strategies

While vocabulary learning strategies (VLSs) have primarily been taught in physical classroom settings, the potential for applying strategy training in an online environment remains under-explored. With the rising acceptance of remote education, there is a need to investigate the impacts of applying strategy training in online contexts. Hence, this study explores the effects of online deliveries on VLSs and vocabulary usage in writing among adult English as second language (ESL) learners via massive open online course (MOOC) and video conferencing platforms. A total of 50 pre-intermediate ESL learners completed a 5-week VLSs course on a MOOC while 44 students learnt from the instructor synchronously using Microsoft Teams. The data comprised questionnaires and learners’ compositions, which were collected before and after treatment. The data analysis procedures involved Lextutor’s version of lexical frequency profiling (LFP), descriptive and inferential statistics. The results revealed that there was a significant increase of usage in all categories of the VLSs after the course for both groups. Additionally, the effects of VLSs instruction on vocabulary usage could be reflected in both groups’ writing though the choice of words might have been task-influenced. The findings from this study could yield useful insights on online vocabulary learning for ESL instructors and learners.

Universal Design for Learning as a pathway to accessibility in the linguistics classroom

This paper offers suggestions on enhancing accessibility in our introductory linguistics courses, with a particular focus on teaching phonetics and phonology to students with hearing and visual disabilities. After reviewing some existing resources designed to make linguistics content more accessible, we address some of the practical constraints we experienced in trying to adopt these resources for our own courses. In light of such challenges, we offer practical strategies for improving accessibility both in the physical classroom as well as for online or hybrid courses. We suggest that implementing such strategies, which are in line with the principles of Universal Design for Learning, can prove beneficial for all students, with or without the need for accommodation. Finally, we encourage instructors to take proactive steps to make their course content more accessible, both in their current and future classes.

An Analysis of Students’ Lack of Interest in Learning English at VII Grade Students in SMPS IT Darul Ihsan

This study analyzes the factors contributing to seventh-grade students' lack of interest in learning English at SMPS IT Balik Batang. The objective is to identify and evaluate internal and external factors affecting students' motivation and engagement. This is the kind of mixed method research. The data were collected through questionnaires and interviews with 37 students, examining aspects such as physical conditions, psychological readiness, family support, and classroom environment. The results of the internal factor indicate that 89.19% of students found English difficult to understand due to issues such as pronunciation challenges and unclear explanations from teachers. Furthermore, in the external factors, 86.48% of students reported that distractions from peers significantly impacted their ability to focus during lessons. The study concludes that addressing these factors through improved teaching methodologies and effective classroom management can enhance students' interest and performance in learning English. It emphasizes the importance of tailored educational strategies to meet the specific needs of students.

Belongingness:The Keystone of Student Development in Evolving Educational Environments

Based on the literature review and analysis of survey responses from Babson College students’ changing sense of belongingness before, after, and during the COVID-19 pandemic, this study investigates the influence of belongingness on students in educational environments. The findings reveal that, despite the barriers posed by remote learning, there are effective approaches to mitigate these impacts, such as shorter lectures, facilitated discussions, and maintaining a strong online presence. Moreover, the personal narratives from students during this unprecedented time offer perspectives on the varying degrees of belongingness experienced across different educational stages and modalities. This research underscores the nature of belongingness and its critical role in fostering an inclusive, supportive academic environment, highlighting the need for innovative teaching strategies to preserve student engagement and belonging. In the end, this paper calls for further research into pedagogical practices that can enhance a sense of belonging in both physical and virtual classrooms, which is always evolving.

The Connotation of Embodied Development Model in Physical Education Teaching Situation and its Practical Enlightenment

This study focuses on the problem of situation creation in school physical education curriculum. Compared with traditional physical education classroom teaching, supported by embodied cognition theory, the connotation of physical education teaching situation, embodied performance in the process of motor skill acquisition, situation creation ideas and cases, and embodied situation theoretical model are studied and discussed. The traditional physical education teaching situation is separated from the learning of motor skills. The context should be based on ontological motion perception and interaction with the real environment. Propose the teaching situation of “body perception, consciousness strengthening and environment embedding” and consider the characteristics of learning content, the authenticity of the teaching environment, the use and transformation of site equipment, while having operability, as well as the transfer of knowledge and skills.

Enhancing dance education through convolutional neural networks and blended learning

This article explores the evolving landscape of dance teaching, acknowledging the transformative impact of the internet and technology. With the emergence of online platforms, dance education is no longer confined to physical classrooms but can extend to virtual spaces, facilitating a more flexible and accessible learning experience. Blended learning, integrating traditional offline methods and online resources, offers a versatile approach that transcends geographical and temporal constraints. The article highlights the utilization of the dual-wing harmonium (DWH) multi-view metric learning (MVML) algorithm for facial emotion recognition, enhancing the assessment of students’ emotional expression in dance performances. Moreover, the integration of motion capture technology with convolutional neural networks (CNNs) facilitates a precise analysis of students’ dance movements, offering detailed feedback and recommendations for improvement. A holistic assessment of students’ performance is attained by combining the evaluation of emotional expression with the analysis of dance movements. Experimental findings support the efficacy of this approach, demonstrating high recognition accuracy and offering valuable insights into the effectiveness of dance teaching. By embracing technological advancements, this method introduces novel ideas and methodologies for objective evaluation in dance education, paving the way for enhanced learning outcomes and pedagogical practices in the future.

Utilising Blended Learning for Large Classes to Deliver an Introductory Programming Course

Higher education institutions are constantly pushed to increase the student intake and produce industry-ready graduates. The pressure generally arises from the governing bodies, originating from socio-political factors. It is particularly evident in the field of Information Communication Technology (ICT) where there is a growing need for quality graduates. Undergraduate programmes in the field of ICT generally offer introductory computer programming courses that are mandatory at early stages of the degree programme. Consequently, the number of students registering for such courses can increase drastically. The students are coming from diversified backgrounds. While some students may have prior experience in computer programming, a larger majority may not have any prior knowledge or experience. Increased class size meets the constraint of the limited availability of physical classroom space and would require the class to be separated into smaller groups for face-to-face activities. Large classes are also challenged with the increased man-power requirement in terms of lecturers, instructors, and teaching assistants. Maintaining student engagement and interactivity becomes increasingly difficult in a large class. Grading of assessments becomes time-consuming and needs and requires increased manpower. Based on the observations and learning from an ongoing introductory programming course, this study evaluates the procedure for overcoming the challenges faced by the teaching staff, especially with a class size exceeding 1000. To cover the theoretical components, recorded video lectures are provided. The class is divided into groups consisting of approximately 100 students and live, online, interactive group discussions are conducted. The live, online smaller group discussions allow students to clarify doubts regarding the content. This also allows the distribution of the limited teaching and assistant staff. Students who need further assistance are encouraged to meet the teaching assistants physically. Thus, the workload is distributed effectively, and it helps ensure the dedicated support and attention is provided to the students. Auto graded programming assignments are effectively employed for formative and summative assessments, which reduces the grading workload significantly. The findings of this study provide insights on course design to effectively deliver the content and conduct assessments overcoming the challenges presented by increased class size.

MiniCandidate: An Innovative Method for Enhancing Employee Selection

The importance of effective decision-making in human resource management, particularly in employee selection, cannot be overstated. While education helps in identifying best practices, some individuals still struggle with myopic views toward selection, often overlooking crucial attributes. In response, the MiniCandidate exercise emerges as a novel intervention, integrating LEGO® minifigures into a playful, yet realistic, simulation. Tailored for physical classroom settings, participants construct minifigures symbolizing job candidates, with each component representing different attributes like general mental ability, the Big Five personality dimensions, and previous experience. Critiquing these minifigures fosters substantive discussions on person-job fit. This innovative exercise stands as a promising tool for developing future managers adept at navigating the complexities of hiring processes.

Efficacy of a hybrid take home and in class summative assessment for the postsecondary physics classroom

Abstract Assigning course grades to students requires obtaining accurate measures of the students’ understanding and knowledge of the topic. The induced stress from a traditional summative assessment is known to negatively impact student grades, confounding the connection between knowledge and test grades. Documented approaches to reduce stress during examinations can lead to a distracting testing environment (two-stage tests) or are subject to cheating (take-home tests). We have developed a hybrid take-home/in-class exam that avoids such difficulties. We present herein the responses from student surveys conducted after each exam. The results of the surveys indicate that the hybrid exam method reduces test anxiety while improving students’ self-reported mastery of physics, as compared to traditional in-class summative assessments. These findings are significant at the p < 0.05 level. Lastly, we discuss the difficulties encountered in applying this test approach.

Examining English learning students’ experiences related to home language use in a Physical Science and Language Development classroom

Research suggests that by allowing English Learner (EL) students to use their home languages in science class, they can better express their thinking and build content knowledge through underlying crosslinguistic awareness between languages. However, EL students’ educational backgrounds and home languages are incredibly varied. In this case study, we employ grounded theory to explore students' perceptions of their experiences in the context of a Physical Science and Language Development class [10]. We use a phenomenological approach to describe how the students experience their home language within this model of a science and language development class. Observation data, online video assignments, and small group, semi-structured interviews were used to find themes related to experiences of using home language in science class. The findings indicate varied student perspectives on the use of their home languages in science class. Some students preferred to use class time to practice using English, while others found value in using their home languages to help better understand science concepts. Student ideologies regarding English-only or multilingual practices for EL students varied. The findings also indicated that providing an opportunity for EL students to use their home languages in an asynchronous online communication platform outside of class was an effective strategy to allow time for students to practice English during science class, yet provide an opportunity to translate between home languages and English.

Creative Pedagogy in Information Literacy

Creative pedagogy is not well defined and has not yet received much attention in the field of library and information science. This research employed constructivist grounded theory, through semi-structured interviews conducted with library information literacy instructors, to better understand the role of creative pedagogy in information literacy. The aim of the research was to synthesize findings into a theory to better understand how and to what extent creative pedagogy is being applied in the teaching of information literacy. The findings show that although they do not necessarily use the language of creativity, many library instructors are integrating elements of creative pedagogy into their teaching. Perceived challenges, such as being a guide or guest in someone else’s classroom and in connecting with students around information, as well as opportunities in both the physical and virtual classroom spaces, seem to require a shift in the way information literacy engagement takes place. Library instructors recognize the need for these shifts but many struggle to implement an alternative approach in the information classroom. At the same time, library instructors face several barriers, including a lack of preparation for their teaching role and the limitations of the one-shot instruction session.

Fostering prospective teacher-students to contextualize blackbody radiation in astrophysics

Abstract In astrophysical concepts, a star can be treated as a blackbody. However, teaching blackbody radiation in physics classrooms is not often relevant to astrophysical contexts. Therefore, prospective teacher-students need to have experiences contextualizing blackbody radiation in astrophysics. This study aimed to investigate how the inquiry lesson activities for teaching blackbody radiation in an astrophysics context, including the design of a simple experimental setup and the worksheets. The experimental setup was designed using affordable equipment like a tungsten bulb, a basic meter, a small piece of compact disk, and a smartphone application called lux meter. By manipulating the voltage across the tungsten filament and measuring the current and intensity using a lux meter, students can calculate its temperature, analyze the spectrum through PHET simulation, and construct a graph of wavelength vs intensity. The method of this study combines a qualitative analysis to describe the resulted spectral by the apparatus, lesson design, and description of the implementation. In addition, quantitative analysis using a quasi-experimental one-group pre-test and post-test design was conducted with prospective teacher-student participants who had taken the astronomy course and are still taking the modern physics course. The results show that inquiry lesson using simple apparatus model and materials positively fosters prospective teacher-students understanding of how to contextualize the blackbody radiation concept in astrophysics.

Knowledge-Based Flipped Classroom Model to Improve Physics Learning Outcomes

Abstract The goal of studying physics is to produce individuals who can use their knowledge and comprehension to tackle complicated challenges in daily life. This is partly influenced by the absence of practical work in the laboratory. Therefore, a learning model is needed that can overcome this problem. This journal presents a model for implementing a Knowledge-Based Flipped Classroom approach in the context of physics education. Traditional classroom settings often rely on passive consumption of information, limiting student engagement and depth of understanding. In contrast, the flipped classroom model emphasizes active learning, where students engage with the course material before class begins, allowing in-class time for deeper exploration, discussion, and application of concepts. This research uses a mixed-methods research methodology, to evaluate the effectiveness of the Knowledge-Based Flipped Classroom model in physics teaching. This paper proposes a structured framework for designing flipped physics classrooms, integrating multimedia resources, interactive activities, and collaborative learning experiences. Using this strategy, instructors can improve student learning outcomes by developing critical thinking, problem-solving abilities, and conceptual knowledge. The adoption of the Knowledge Based Flipped Classroom paradigm has been proven to improve learning outcomes in Sensor Technology courses, according to the study’s findings. It is advised that this learning approach be applied in Sensor Technology courses as an alternative to traditional instruction.

Tracking the terminal velocity and energy of a parachutist: A video analysis for Physics classroom experiment

Abstract This study primarily focuses on tracking a parachutist’s terminal velocity and energy during a free fall using video analysis. Also, this study looks into related literature about the implications of this experiment for classroom practice. High-quality and slow-motion videos of free-falling slotted masses acting as parachutists were captured, and the terminal velocities and energies were analyzed through software tracker video analysis and modeling. The data from the software revealed that, indeed, the terminal velocity is directly proportional to the square root of the masses. The 200g parachutist reaches terminal velocity first, then the less massive parachutist. The generated kinetic energy, gravitational potential energy, and total mechanical energy graphs were similar to the literature. The tracker video analysis can indeed track a parachutist’s terminal velocity and energy. However, the acceleration due to gravitational needed to be measured correctly due to some errors in the experiment. Furthermore, the literature has cited positive and negative implications for classroom practice. This study can say that the positive outweighs the negative. The positive repercussions were about enhanced engagement, accuracy, and data precision, while the negative ones were about the school’s technological divide.

Free tools for crystallographic symmetry handling and visualization.

Online courses and innovative teaching methods have triggered a trend in education, where the integration of multimedia, online resources and interactive tools is reshaping the view of both virtual and traditional classrooms. The use of interactive tools extends beyond the boundaries of the physical classroom, offering students the flexibility to access materials at their own speed and convenience and enhancing their learning experience. In the field of crystallography, there are a wide variety of free online resources such as web pages, interactive applets, databases and programs that can be implemented in fundamental crystallography courses for different academic levels and curricula. This paper discusses a variety of resources that can be helpful for crystallographic symmetry handling and visualization, discussing four specific resources in detail: the Bilbao Crystallographic Server, the Cambridge Structural Database, VESTA and Jmol. The utility of these resources is explained and shown by several illustrative examples.