Physical Curriculum Research Articles

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

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

An instructional lab apparatus for quantum experiments with single nitrogen-vacancy centers in diamond

Hands-on experimental experience with quantum systems in the undergraduate physics curriculum provides students with a deeper understanding of quantum physics and equips them for the fast-growing quantum science industry. Here, we present an experimental apparatus for performing quantum experiments with single nitrogen-vacancy (NV) centers in diamond. This apparatus is capable of basic experiments such as single-qubit initialization, rotation, and measurement, as well as more advanced experiments investigating electron–nuclear spin interactions. We describe the basic physics of the NV center and give examples of potential experiments that can be performed with this apparatus. We also discuss the options and inherent trade-offs associated with the choice of diamond samples and hardware. The apparatus described here enables students to write their own experimental control and data analysis software from scratch, all within a single semester of a typical lab course, as well as to inspect the optical components and inner workings of the apparatus. We hope that this work can serve as a standalone resource for any institution that would like to integrate a quantum instructional lab into its undergraduate physics and engineering curriculum.

Resilient education: The role of digital technology in supporting geographical education in Ukraine

AbstractThis commentary spotlights the continued impact of the Russian invasion on geography education in higher education in Ukraine. From discussions with Ukrainian geographers in institutions in contrasting regions of the country, we describe their resilience in adapting the delivery of the physical geography curriculum, especially in the essential area of fieldwork and the use of digital tools. This ‘lived experience’ perspective builds on the theoretical contributions to the discussion initiated by Klinke (2023) in this journal about the challenges posed for geographers. In the third year of the conflict, the challenges set out are considerable, long term, and we call for individuals, universities and funders to further facilitate teaching and learning collaborations despite the limited funds available for the exchange of teaching and learning support and innovation.

Development of Domains of Competence and Competencies for Physical Therapist Education.

Competency-based education (CBE) has been gaining widespread acceptance as a viable method for transforming education within health professions. The purpose of this report is to describe the process we used to develop a set of domains of competence and associated competencies for physical therapists. The catalyst for this effort was our desire to implement CBE as part of the major renewal of our Doctor of Physical Therapy curriculum. We developed a draft set of domains and competencies for physical therapists by considering the future of physical therapy and relevant CBE literature. Next, we used a multistep survey-and-revise process to develop consensus on the appropriateness and clarity of each domain and competency. Surveys were repeated until an 85% threshold level of agreement was achieved for each domain and competency. Between rounds of the surveys, the Competency and Entrustment Writing Team reviewed feedback and edited items accordingly. The writing and feedback processes resulted in consensus on a total of 57 competencies, organized into 8 domains of competence. The development of defined outcomes for physical therapist education (PTE) through domains and competencies provides a framework for a broader effort to re-envision PTE. Careful attention to ensuring that the framework uses shared language across professions has the potential to enhance health care and the health of society.

Assessment of Entrepreneurial Education Service Quality Among Management Students in Salem District, Tamil Nadu

The quality of higher education is increasingly becoming an important issue as the socio-economic development of a country owes much to it. All over the country, the main aim is to increase the standard of education. Parents and government utilize a huge amount of money on educational system. India has the largest numbers of colleges as well as the largest number of management education institutes and infrastructure in the world. The objective of the study is to study the socio-economic profile of the management students and to measure the level of the entrepreneurial skills, level of satisfaction among the management students in Salem district. A survey was conducted from the target audience, students from the Management studies. 350 sample sizes were collected from 20 selected institutions both Government and Private colleges in Salem district Tamil Nadu, using stratified proportionate random sampling method. Microsoft excel 2019 and JASP (Jeffrey’s Amazing Statistics Program) software was used for data Analysis. The questionnaire instrument scale is based on Likert’s five-point scale. The study adopted descriptive research design. The results reveal a strong correlation between service quality dimensions (infrastructure, faculty support) and student satisfaction. Recommendations are made to enhance entrepreneurial education, focusing on improving physical infrastructure, curriculum relevance, and practical learning opportunities.

Enhancing learners’ self-regulated learning in physical sciences classrooms through formative assessment intervention strategies

Fostering self-regulated learning (SRL) in the context of physical sciences is crucial for promoting twenty-first-century learning skills and establishing a solid foundation for academic achievement among science students. In South African schools, the physical sciences curriculum holds significant importance, serving as a cornerstone for students’ educational development. This research aimed to investigate the effectiveness of formative assessment interventions in cultivating SRL among grade 10 physical sciences students. Utilizing survey methodology, quantitative data were gathered through questionnaires administered to 175 grade 10 physical sciences students selected purposively. The study utilized the self-regulatory skills scale, appropriately adapted to the specific context, with a model of self-regulated learning serving as the conceptual framework. Data analysis involved both descriptive and inferential statistics. The study revealed that implementing formative assessment practices in physical sciences classrooms effectively promotes students’ SRL behaviors. The findings underscored the positive impact of formative assessment practices as interventions in enhancing students’ SRL and improving academic performance. It is recommended that formative assessment strategies be integrated into teaching methodologies at the secondary level, offering valuable benefits to learners.

Comparative Evaluation of Socioscientific Issues in Secondary Physics Curriculum and Textbooks

Comparative Evaluation of Socioscientific Issues in Secondary Physics Curriculum and Textbooks

Keep it secret, keep it safe: teaching quantum key distribution in high school

Quantum Key Distribution (QKD) is a cryptography protocol based on the fundamental principles of quantum physics (QP). Teaching this subject does not require extensive knowledge beyond these principles, making it suitable for inclusion in high school (HS) curricula. Despite its relevance, teaching QKD in HS is yet understudied. In this study, we collected responses from 12th-grade students from various schools that adopted and applied the Discipline-Culture vision of the physics curriculum. We assessed their understanding through conceptual and quantitative problems and examined their attitudes regarding the motivation to study this subject. We analyzed the responses using content analysis, identifying the challenges and affordances of teaching QKD. The challenges faced by students have been categorized into three themes: difficulties with QP, difficulties with the QKD protocol, and difficulties with the mathematics involved in this context. Despite these challenges, we found that teaching QKD reinforces students’ conceptual understanding of QP concepts and problem-solving skills. This work enhances educators’ ability to address the challenges of teaching QP and suggests that teaching QKD in HS strengthens students’ motivation to study QP.

Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach

This case study examines the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. The study was conducted during the second semester of the 2017-2018 academic year with 33 students in one of the 10th grade classes of a high school in the Yüreğir district of the Adana province. A criterion sampling method of purposive sampling methods was employed in selecting the school and the class. In the intervention, the researchers used the physics curriculum they developed based on an interdisciplinary context-based learning approach. The plans and activities prepared according to the context-based REACT model were implemented for eight weeks and the data were collected using both quantitative and qualitative methods. At the end of the intervention, significant changes were observed in the students’ ability to relate their knowledge to daily life, interdisciplinary problem-solving skills, attitudes towards problem-solving in physics, and affective characteristics. During the process, students who encountered challenges in problem-solving, focusing on the lesson, working in groups, and relating information to real-life and different disciplines managed to overcome these challenges by increasing their individual efforts and communicating with their peers and the teacher. Because of students who remained passive, made noise, and frequently changed their seats during group work, the researchers encountered some challenges in instruction and time management. To increase classroom participation, they opted for updating the lesson plan, preparing additional examples, and increasing the number of visual materials. In this respect, teachers and other researchers are recommended to allocate more time to interdisciplinary context-based teaching activities, provide students with more real-life problem situations, diversify group work, and conduct group activities more frequently.

Reviewing the role of the physics curriculum and its assessment in post-16 gender disparities

ABSTRACT Physics drives innovation, addressing humanity’s problems. Learning physics should be an entitlement for all, but access to the physics curriculum is currently inequitable, frequently being perceived as androcentric and Eurocentric. The proportion of girls taking Advanced Level Physics in England has remained low over the last 30 years. We describe changes to the secondary curriculum and its assessment in England from the 1980s onwards, reviewing research about how these changes might affect girls’ physics uptake. Arguably, curriculum and assessment decisions have a gatekeeping effect, locking many students out of physics. Research indicates that the science curriculum and its assessment create challenges for girls in accessing physics and identifying as physicists. Whilst introducing balanced science (including biology, chemistry, and physics) to age 16 prevented stereotypical choices at age 14, curriculum content was viewed by young people and teachers as inflexible, irrelevant, lacking debate, and repetitive. Consequently, changes were made. However, the desired improvement in girls’ physics uptake did not happen and subsequent curriculum changes restored the status quo. Policymakers should work more closely with practitioners, including experts from underrepresented groups, when making changes, using research and pupil voice to inform them, to improve inclusion and diversity.

Get Fit! With Math and Lit: Pedagogical Implications for a Newly Developed Physical Activity Program

This article details the development of a physical activity curriculum used in an after-school program for youths. The program, Get Fit! With Math & Lit, employed culturally relevant pedagogies as its guiding framework and the Teaching Personal and Social Responsibility Model to structure its content. This multifaceted framework of the curriculum elevates holistic health considerations of youths to include social, emotional, mental, and physical needs, especially in relation to academic achievement. Particularly, positively engaging youths in physical activity and academics necessitates an integrated approach to instruction. The program utilized multimodal literacies to engage participants in collaborative games, physical exercises, mathematical problems, literacy practices, and reflective discussions. These multimodal literacies can be incorporated into various settings such as middle school classrooms, after-school programs, and physical education contexts. The purpose of this article is to share the curriculum's objectives, content, learning activities, materials, processes, evaluation, and implications.

Data science education in undergraduate physics: Lessons learned from a community of practice

It is becoming increasingly important that physics educators equip their students with the skills to work with data effectively. However, many educators may lack the necessary training and expertise in data science to teach these skills. To address this gap, we created the Data Science Education Community of Practice (DSECOP), bringing together graduate students and physics educators from different institutions and backgrounds to share best practices and lessons learned from integrating data science into undergraduate physics education. In this article, we present insight and experiences from this community of practice, highlighting key strategies and challenges in incorporating data science into the introductory physics curriculum. Our goal is to provide guidance and inspiration to educators who seek to integrate data science into their teaching, helping to prepare the next generation of physicists for a data-driven world.

PHÁT TRIỂN NĂNG LỰC ĐỊNH HƯỚNG NGHỀ NGHIỆP CỦA HỌC SINH QUA BÀI HỌC E-STEM “CÔNG TY THIẾT KẾ SẢN PHẨM ỨNG DỤNG CẢM BIẾN” TRONG DẠY HỌC CHUYÊN ĐỀ “MỞ ĐẦU VỀ ĐIỆN TỬ HỌC” (VẬT LÝ 11)

Based on the E-STEM theoretical framework, STEM lessons, and thematic knowledge content “Introduction to Electronics” in the 11th grade physics curriculum, the article designs the E-STEM lesson “The company designs sensor application products” to foster students’ career-oriented capabilities. Experimental results show that the lesson has an impact on the development of career-oriented competency, including STEM career awareness, STEM self-efficacy, and STEM career interest. Furthermore, although the personal emotional aspect and the decision to choose a STEM career also had an increased average score after the experimental process, it was not statistically significant. In general, students can complete tasks and respond positively to the lessons, while also having the opportunity to foster behavioral manifestations of career-oriented and physics competency. These contributions will suggest and direct the integration of E-STEM into forms of implementing STEM education in high schools in the future. Keywords: E-STEM; STEM education; entrepreneurship education; career orientation; Physics curriculum.

Self-Efficacy of Physical Therapist Student Outcomes (SEPTSO): longitudinal responsiveness over a three-year curriculum.

Understanding the relationship between self-efficacy and academic and clinical education outcomes may improve professional physical therapist education. To document the longitudinal responsiveness of Self-Efficacy of Physical Therapist Student Outcomes (SEPTSO) scores from a single cohort throughout a three-year professional physical therapist curriculum and also to explore relationships between SEPTSO, grade point average (GPA), clinical education outcomes, and first-time pass rate on the National Physical Therapy Examination (NPTE). Thirty-five Doctor of Physical Therapy (DPT) students participated. The SEPTSO was administered electronically during semesters one and nine. The final GPA, Physical Therapist Manual for the Assessment of Clinical Skills (PT MACS), and NPTE outcomes were recorded. There was a significant increase in SEPTSO scores from semester 1 to 9 (t(16) = 34.55, p < .01, Cohen's d = 9.79, n = 17). In semester 1 (n = 35), there were no significant associations between SEPTSO scores and GPA (r = .011, p = .949), PT MACS outcomes (r = .092, p = .867), or first-time NPTE pass rate (rs = -0.088, p = .634). Longitudinal responsiveness of the SEPTSO in a three-year DPT curriculum was demonstrated. There were no associations between SEPTSO scores and other outcome measures.

The Importance of Teaching Resources on Physical Sciences Learners' Academic Achievement in Rural Schools: A Case of South Africa

The purpose of the article is to explore the importance of teaching resources on the academic achievement of physical science learners in selected rural secondary schools. Qualitative research was undertaken and data were collected from physical sciences teachers, principals and curriculum advisers, through in-depth face-to-face interviews. A multiple-case study design was used and the Activity Theory acts as a theoretical lens, offering a broad approach to analysing the availability of instructional resources and the context of teaching and learning in rural secondary schools. The study revealed three important aspects: resource availability, the quality of textbooks and the value of information, communication and technology (ICT). The availability and quality of resources were found to impact the effectiveness of science teaching in rural schools significantly. The resources make it possible for learners to do practical work, which could contribute to comprehension and possibly improve learner's performance. It is therefore recommended that the Department of Basic Education should address interlocking frameworks for change that include, providing Curriculum Assessment Policy Statements (CAPS) aligned textbooks, well-equipped laboratories, use of ICT and develop teachers’ skills and knowledge in rural secondary schools.

Foot and Ankle Curricular Guidelines in Entry-Level Physical Therapist Education: How Are We Doing?

The Foot and Ankle Curricular Guidelines for Physical Therapist Professional Degree Programs (FACG) provided recommendations regarding essential entry-level content and skills. Eight years later, the extent of its implementation is unknown. This study characterizes entry-level Doctor of Physical Therapy (DPT) programs' foot and ankle curriculum with reference to the FACG. Curricular guidelines offer recommendations to professional degree programs striving for excellence. Review and revisions of guidelines are important to keep pace with and reflect evolving evidence and practice. One faculty member from 116 of 250 DPT programs participated (46.6% response rate). Participants were an average of 50.8 years old and taught a mean of 14.5 years. A cross-sectional 25-item online survey assessed foot and ankle contact hours, coverage of FACG recommended content, coverage of surgical procedures, and the use of FACG for curricular assessment, modification, and development. Foot and ankle content was covered in physical therapy curriculum for a mean of 48.2 hours (range 12-120 hours). Eleven of the 25 recommended diagnoses, 29 of the 49 examination skills, 6 of the 7 intervention skills, and 3 of the 14 surgical procedures were covered by most (≥90%) of the programs. Reported use of FACG for curricular processes averaged 50.1-51.5 (0-100 numerical scale). Across a wide range of contact hours, coverage of FACG recommended content was approximately 57% (46/81 recommended elements in ≥90% of programs). Although not specifically recommended by FACG, surgical procedures were less commonly covered by programs. Study findings question FACG implementation and may reflect differences across programs in depth and breadth of content. Identified curricular gaps may warrant addressing in future guidelines.

A Perspective on Non‐Local Electronic Transport in Metals: Viscous, Ballistic, and Beyond

AbstractOhm's law for electrical conduction in metals is one of the first concepts taught in any physics curriculum. It is perfectly adequate in almost all practical circumstances, but breaks down in some special, interesting cases. To observe such breakdowns, one requires extremely pure materials, which are rare and often difficult to produce. Excitingly, forefront materials research is leading to the discovery of more and more examples in which one can break the ‘purity barrier’ and explore non‐Ohmic transport. The rapid development of the field is seeing equally rapid developments in the understanding of exotic non‐Ohmic regimes, but this is not always a smooth progression. New layers of insight often involve reversing what have previously been regarded as established facts. Indeed, the interpretations given of experimental data in many papers published less than a decade ago would (or should!) be different today. The goal of this article is to give an entry‐level guide to some of the pertinent issues that have emerged from this intense decade of research, attempting to keep the style of the presentation as informal and non‐mathematical as is practical. Although source literature will be cited, no attempt will be made at comprehensive citation, so the paper should not be regarded as a review. Rather, an effort will be made to identify and explain some issues that the authors believe are important but not sufficiently emphasized in the literature to date. In that sense the paper should be regarded as a kind of opinion piece, with, hopefully, some didactic value to a reader with a solid grounding in traditional condensed matter physics.

Ensuring continuity in science education (on example of physics curriculum)

&lt;p&gt;The relevance of the research stems from the need to study the issues of continuity of the school and university curricula content in science disciplines on the example of the “physics” course. This study aims at identifying the principles of continuity of the content of school curricula and higher education programs in natural sciences in the example of the “physics” course, as well as disclosing methods to ensure the continuity of secondary and higher education in the Republic of Kazakhstan. The primary method in this study is system analysis, which is applied to examine the continuity of the school and university science curricula content, using the “physics” course as an example. Moreover, a theoretical analysis of recent scientific publications was carried out in the research process. The study deals with the problem of maintaining continuity in the general secondary education curricula in the field of natural sciences based on a renewed education program. The study presents the results of the analysis in the form of methodological suggestions and reveals possible barriers to the implementation of lifelong learning.&lt;/p&gt;

Analysis of the suitability level of physics lessons with flood material

Background: Padang City is one of the cities that is prone to natural disasters such as floods. The integration of physical materials with flood materials is suitable to be applied in this city. In fact, in the field, in the Physics subject package book provided by the government, there has been no integration with natural disaster materials, especially floods. To integrate flood material into Physics material, an analysis is needed first to see the suitability of Curriculum Objectives on Physics material with flood material. Methods: By using qualitative descriptive research, using the nonprobability sampling technique which is Purposive Sampling, the researchers took samples of Physics textbooks for senior high school (tenth, eleventh, twelfth grades) used by schools in the city of Padang that use the 2013 Curriculum. Findings: Based on observations of 15 high schools in the city of Padang, the 2016 revised edition of High School Physics published by Erlangga is the book studied. Based on the results of the study, the most suitable class to be inserted in this material is eleventh grade because it has the highest level of suitability. On the contrary, twelfth grade is the least suitable class to insert this material. Conclusion: To improve the relevance and effectiveness of physics learning in high school in Padang city, it is necessary to develop teaching materials that integrate flood materials, especially for eleventh grade, where the highest level of suitability is found. Novelty/Originality of this Study: This study addresses a crucial gap by incorporating natural disaster education, specifically focusing on flood-related content, into the high school physics curriculum in Padang City, an area highly susceptible to such disasters. It distinctively integrates fundamental physics principles with practical disaster mitigation knowledge, aiming to improve students' understanding and preparedness for real-world natural phenomena.

Physics curricula and students’ reluctance to study them .. Physics is a way of life

Physics curricula and students’ reluctance to study them .. Physics is a way of life