This conceptual understanding article is part of a series where we analyze the recognition and conversion of representations of the electric field concept; in this article, we present the case of algebraic notation. We conducted a study with introductory and upper-division physics students taking electricity and magnetism courses in a large private Mexican university to learn how students recognize the electric field’s main characteristics in the algebraic notation of the field and how they convert to and from different representations. We refer to the theory of registers of semiotic representations as a theoretical framework and use a phenomenographic approach to analyze data. We explored students’ recognition and conversion abilities through interpretation and construction tasks for the electric field’s algebraic notation. We found that the main difficulties of interpreting and constructing the algebraic notation are related to separating the mathematical expression from the situation’s physical meaning. Sometimes, students referred only to the physical meaning without using algebraic notation. In other cases, they construct algebraic notation without explicitly describing the physical meaning. Another source of difficulty is the treatment process because some students make mistakes or misinterpretations that they carry throughout. We recommend that introductory and upper-division electricity and magnetism instructors and physics education researchers in higher education be aware of the difficulties that some interpretation and construction tasks may present to students learning the electric field concept.

Abstract An intuitive educational experiment is demonstrated for measuring sound speed and bulk modulus in liquids using ultrasonic grating Moiré fringes. A low-cost optical setup, built from standard teaching-lab components, projects the ultrasonic standing wave into macroscopic Moiré patterns via geometric magnification and grating superposition. Fringe spacing is automatically analyzed by a Python program integrating a U-Net deep learning model for robust, high-throughput data processing. The method is validated with pure water at room temperature, yielding sound speed and bulk modulus values consistent with reference data. Its applicability is further shown through systematic studies of temperature (15–60°C) and solute concentration (glycerol, ethanol), capturing both monotonic and anomalous non-monotonic trends. By merging acoustics, optics, and modern AI, this approach offers an engaging, interdisciplinary platform for undergraduate physics education.

The use of interactive digital media in physics learning remains limited, and the integration of local wisdom into science education is often overlooked, resulting in less contextual and engaging learning experiences for students. This study aims to develop and determine the validity of an Augmented Reality (AR)-based electronic student worksheet (E-LKPD) integrated with local wisdom on thermodynamics, specifically the evaporation topic for grade XI high school students. This research employed a Research and Development (R&D) approach using the ADDIE model, focusing on the development and evaluation stages. Product validation involved four validators consisting of two physics education lecturers and two experienced high school physics teachers. The validation instrument assessed interface design, interactivity, visual presentation, AR technology stability, media integration, and digital format consistency. Data were analyzed using descriptive quantitative techniques through percentage calculations to determine the validity level. The results indicate that the developed AR-based E-LKPD achieved a highly valid category, exceeding the established feasibility criteria. The integration of AR technology enables interactive visualization of thermodynamics concepts, while the incorporation of local wisdom provides contextual learning experiences for students. Therefore, the developed E-LKPD is feasible as an innovative digital learning medium to support more engaging and meaningful physics learning.

This study examined the motivational variations between genders and how they relate to physics students' performance. Its specific objectives were to (1) identify key motivational constructs that influence students’ engagement and academic performance in physics, (2) measure and compare motivation levels among male and female physics students using selected motivational construct, (3) examine whether there are statistically significant differences in motivation between male and female students, (4) analyze the relationship between students’ motivation levels and their academic achievement in physics. The study used a descriptive-correlational design, and the Statistical Package for the Social Sciences (SPSS) was used to analyze the data. The statistical methods used were weighted mean, Pearson product-moment correlation, and analysis of variance (ANOVA). The results showed that, in comparison to their male peers, female students showed higher levels of motivation for their grades and careers. The degree of grade motivation varied significantly across the sexes, with female students showing a greater degree of drive. The findings imply that to improve physics performance, more research into gender-specific motivating factors is necessary. A planned intervention to increase physics students' motivation was created based on the results.

ABSTRACT Teaching astronomy in middle school presents various challenges, such as the high degree of abstraction and the need to reason about complex 3D proportions of the universe. These issues often affect the teaching and learning process. While research has demonstrated the potential of digital educational resources to support learning and engagement in science education more broadly, few studies have specifically focused on their application to basic astronomy concepts from teachers’ perspective. This study aimed to investigate Portuguese Physics teachers’ perceptions of astronomy education in 7th grade and the role of digital technologies in the teaching process. To this end, a nationwide online survey was conducted, answered by 381 Physics teachers. Based on the teachers’ responses, lack of students’ engagement and attention was perceived as the most significant factor hindering students learning in the Space topic. A generally positive attitude towards mobile devices for learning purposes was identified, with increased motivation being the most frequently cited benefit. Findings suggest that teachers strongly believe that digital technologies can enhance the teaching and learning of spatial astronomy concepts. However, they emphasised the need for training to support effective integration of these technologies, particularly those that enhance spatial thinking.

Development and evaluation of a dance-based learning method in physics education for modelling electron motion in materials

Abstract In the interest of improving pedagogical clarity, we provide an interactive way to apply Python programming to visualize the extended zone scheme and the Kronig–Penney model in the same window. To investigate how straightforward physical parameters such as lattice spacing, barrier width, and potential height affect band structure characteristics in periodic potentials, the simulation was developed by students as part of an instructional end-of-semester project employing project based learning principles. This article is intended for physics educators seeking interactive tools and for students as a guide to integrating computational methods with theoretical physics. The simulation has several features including sliding graphs in real time. The simulation aims to promote conceptual understanding in solid state physics by connecting theory into the abstract and presenting visual representations. With Python libraries such as matplotlib, numpy , and ttkbootstrap , we create an intuitive user interface appropriate for both undergraduate and graduate level instruction. We discussed how these simulations may broaden pedagogical space in a pedagogical frame in developing interactive capabilities for learning and provided a brief outline of the underlying theoretical principles, programmatic design and pedagogical features of the simulations.

Abstract The dimension of space is an ubiquitous concept in physics. However, there are rare realistic situations in physics education where fundamental laws such as electrodynamics can be studied in a space whose dimension is different from the one we live in. Here we experimentally and theoretically present a problem with steady currents in two-dimensional (2D) (sheet) conductors, which is fully analogous to electrostatics in a 2D space. The solution uses concepts from vector analysis, divergence and curl, and exposes students to consequences of dimensionality in Gauss’ law: the electrostatic field in 2D decays as 1/ r , rather than 1/ r 2 . The experimental implementation of the problem, measurements, data analysis and interpretation of the results expose students to differences between ideal theoretical concepts (e.g. infinitely wide and infinitely thin conductors) and experimental reality which relies on approximations and nonideal materials. Last but not least, here students learn to use analogy for solving problems in physics.

Abstract Everyday experiences help individuals build intuitive understandings of physical phenomena. However, incomplete or incorrect reasoning can lead to persistent alternative conceptions rather than scientifically accurate conclusions. Such misconceptions are particularly common among younger learners and can remain uncorrected unless explicitly addressed in instruction. This study investigates the persistence of misconceptions related to friction among three groups: school students, undergraduate physics students, and physics teachers. An online test consisting of seven yes/no questions was used to identify common alternative conceptions. Three prevalent misconceptions were analyzed in detail, with a focus on their origins and how they might be addressed through targeted instruction. The findings highlight the need for greater emphasis on conceptual understanding in physics education, particularly in teacher preparation programs. This study is intended for undergraduate students, especially those training to become teachers, offering practical insights into how persistent misconceptions about friction can be effectively identified and overcome in the classroom.

The physical education curriculum is very important for helping students become fit, stay healthy, and learn how to exercise regularly. At the same time, it helps kids learn how to live a healthy life, be determined, be disciplined, and work together, which meets the standards for a well-rounded education. The purpose of the study is to conduct a survey and provide data regarding the current state of the physical education (PE) curriculum for Saigon University (SGU) students. The study employs literature review methodologies, interviews, and statistical analysis to comprehensively address the research topic. The research participants include 15,400 SGU students, 20 management staff members, 14 physical education instructors, and a range of experts, both affiliated with and independent of SGU. The study employs literature review methodologies, interviews, and statistical analysis to comprehensively investigate the research topic. The research subjects include 15,400 SGU students, 20 management staff, experts, and 14 physical education lecturers, both from within and outside SGU. The research findings indicate that the conditions for implementing the physical education program for SGU students do not meet the legal requirements in Vietnam for facilities (0.52 m² per student) and staff (1,040 students per lecturer). The physical education curriculum for SGU students is developed in compliance with the Ministry of Education and Training's regulations; nonetheless, it lacks sufficient diversity and richness to fulfill the students' needs.

The global spread of the Covid-19 pandemic in 2020 made distance education an essential requirement. Teachers, as one of the key stakeholders in education, have been significantly affected by this shift. It can be stated that physics teachers have been significantly affected by this process. This research examined how physics teachers conducted their lessons in a distance education setting. The study employed a case study approach, a type of qualitative research design. The study included 20 physics teachers from state and private schools across various regions of Turkey. Data were collected using a semi-structured interview and an observation form. The data gathered through the interview form were analyzed using the content analysis method. Many platforms/programs used by physics teachers were identified during the pandemic period. The positive and negative aspects of these programs were evaluated. The course materials and measurement and evaluation tools used by teachers in lessons during this process were determined. Considering the findings obtained from the study, several suggestions were provided.

Teacher professional development in South Africa increasingly occurs through short learning programs (SLPs), yet little is known about how teachers’ self-directed learning (SDL) capacities dynamically interact to support engagement within such compressed professional learning contexts. While prior studies have examined SDL domains largely as linear or intrapersonal constructs, fewer have modeled their mediated and relational interplay, particularly in short-duration, practice-oriented programs. This study investigated how four domains of teachers’ perceived SDL abilities, motivation, planning and implementation, self-monitoring, and interpersonal communication, directly and indirectly influence engagement in a STEAM-oriented SLP for in-service physical sciences teachers. Using a convergent embedded mixed-methods design, quantitative data were collected through the self-directed learning instrument at the end of the program, complemented by interviews and observations. Exploratory and confirmatory factor analyses supported the four-domain SDL structure, and structural equation modelling (SEM) was employed to test hypothesized causal pathways. The findings revealed that motivation influenced engagement both directly (β = .18, p < .05) and indirectly through planning and implementation (indirect β = .27, total β = .45), while self-monitoring affected engagement primarily via interpersonal communication. Planning and implementation emerged as the strongest direct predictor of engagement (β = .46, p < .01). The model demonstrated acceptable fit indices (CMIN/DF = 2.12, CFI = .94, TLI = .91; RMSEA = .07). These results suggest that SDL in SLPs operates as a relational and mediated process rather than a purely individual capacity. The study contributes theoretically by reconceptualizing SDL as a systemic construct and methodologically by demonstrating the value of SEM for modelling complex learning dynamics in short professional development interventions.

Interactive Digital Stories with GenAI-Supported Feedback for Inquiry-Based Physics Learning and Teaching

ABSTRACT Compass needle oscillations reduce navigation accuracy and increase stabilization time. Existing estimation methods lack automation, robustness, and real‐time capability. This paper presents a real‐time, noncontact vision system for estimating the oscillation parameters of a magnetic compass needle using deep learning. The system employs a camera to continuously capture images of the needle. A lightweight convolutional neural network (YOLO11s) is used to detect the pivot and tip positions in real time. From these positions, the angular displacement is computed and tracked over time. Two mathematical models—a standard damped sinusoidal model and a modified oscillation model—are applied to fit the angle‐time data and estimate key oscillation parameters, including amplitude, angular frequency, and damping coefficient. The proposed system is evaluated against traditional image processing and object tracking methods under various lighting conditions, camera resolutions, and frame rates. The results demonstrate high detection accuracy (mAP 99.5% at IoU 0.5), strong tracking robustness (MOTA 95.7%, MODA 99.9%), and real‐time processing at 18 FPS. The modified model reduces fitting residuals and achieves average parameter estimation errors below 4%. The proposed framework provides an automated, high‐precision alternative to traditional methods and shows strong potential for embedded navigation systems, robotics stabilization, and physics education tools.

Medical physicists are essential healthcare professionals who bridge the gap between technology and patient care, particularly in radiation oncology and medical imaging. With the profession expanding its clinical and global roles, the need for competencies beyond technical expertise-such as communication, leadership, and cultural awareness-is increasingly evident. These competencies, commonly referred to as soft skills, are critical for patient-centered care but remain insufficiently integrated into formal education and training pathways. The aim of the present work was to identify soft skills relevant to medical physics practice and investigate where in a career they are acquired and used. This paper presents the views of a group of medical physicists affiliated with leading organizations in medical physics education and professional development. The group conducted a comprehensive analysis of the role and relevance of soft skills in clinical practice, academic settings, and international training programs. Their discussions led to the identification, classification, and mapping of essential soft skills across different career stages and professional roles within the field. The findings aim to inform curriculum development, professional standards, and capacity-building initiatives in medical physics worldwide. A framework of core soft skills was developed and categorized into seven domains: professionalism, leadership, cultural/political awareness, communication, adaptability, emotional intelligence, and ethical reasoning. These skills were mapped to various career stages of medical physicists, from university coursework to clinical practice and international expert missions. The analysis demonstrated that soft skills are dynamic, teachable, and essential across academic, clinical, and global contexts. The study also reviewed current gaps and opportunities in integrating soft skills into medical physics curricula, clinical residency programs, and continuing professional development. To meet the evolving demands of healthcare, soft skills may need to be embedded in the education, training, and professional development of medical physicists. These skills enhance interdisciplinary collaboration, patient engagement, and leadership capacity, positioning medical physicists as integral members of the healthcare team. Academic institutions, professional societies, and global organizations are encouraged to work together to define, teach, and assess these competencies in ways that are practical and culturally adaptable.

This study examined student’s perception and interest in Physics, the causes of declining interest, and possible interventions in Bonny Island. A descriptive survey research design was adopted for the study. Data were collected using a structured questionnaire administered to 108 senior secondary school students and 57 Physics and science teachers selected from both public and private secondary schools in Bonny Island. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings revealed mixed perceptions of Physics among students. While a majority of the respondents (64.8%) perceived Physics as very useful to everyday life and societal development, a significant proportion (40.7%) regarded the subject as difficult to understand. These perceptions were found to influence students’ interest and willingness to study Physics at the senior secondary school level. Further results indicated that inadequate laboratory equipment was the major factor contributing to the declining interest in Physics, as reported by 44.4% of the respondents. Other contributing factors include students’ poor background in Mathematics, which affects their understanding of fundamental Physics concepts. To address the identified challenges, the study recommended several intervention strategies, including increased hands-on laboratory activities, after-school remedial Physics classes, career seminars facilitated by practicing physicists and engineers, and regular teacher training to improve instructional methods. The study concludes that improving learning resources and adopting learner-centered teaching approaches are essential for enhancing students interest and participation in Physics in secondary schools in Bonny Island.

Student innovation competitions are essential for developing the next generation of leaders in science and technology, especially as the Malaysian government continues to push for more development in the field of innovation. In conjunction to this, this study seeks to explore the emerging trends in physics-based innovations within the 'Innovators of Tomorrow' competition in Malaysia, focusing on how students apply physics principles to solve real-world challenges. Using qualitative content analysis, 41 physics-related projects from the competition (2023–2024) were analyzed to identify key themes and trends across various fields. The results indicate a strong emphasis on renewable energy solutions, material science, and robotics, reflecting both global and local needs for sustainable development and technological innovation. The findings highlight the crucial role of physics education in fostering student innovation and align with Malaysia’s goals of becoming a knowledge-based, innovation-driven economy. Recommendations for enhancing the integration of physics in STEM education are provided, with a focus on preparing students for future advancements in science and technology.

This study investigates the effectiveness of STEM-integrated project-based learning (PBL) in enhancing prospective physics teachers' TPACK mastery within an online multimedia physics course. Employing a mixed-methods embedded design, 18 prospective physics teachers at Universitas Islam Negeri Antasari Banjarmasin engaged in a five-stage STEM-PBL framework reflection, research, discovery, application, and communication via a learning management system, culminating in educational video projects and lesson plans assessed using a validated TPACK rubric. Descriptive analysis revealed that the majority of students (67.1%) attained moderate TPACK proficiency, with 16.7% achieving high and 22.2% low categories. Although female students demonstrated marginally higher mean scores (M = 82.1) compared to males (M = 81.8), Mann-Whitney tests confirmed no statistically significant gender differences across any TPACK dimension (p > 0.05). These findings contribute empirical evidence that STEM-integrated PBL delivered through online platforms effectively fosters technological, pedagogical, and content competencies among prospective teachers, addressing the growing demand for digitally competent educators. The study underscores the pedagogical value of structured, project-based approaches in teacher preparation programs and offers practical implications for designing online learning environments that integrate STEM principles to develop 21st-century teaching competencies.

This study aims to investigate the connections between culture and science in physics education in the Kariri-Xocó Indigenous community. The research is based on the premise that scientific knowledge should not be viewed in isolation, but rather integrated with local cultural knowledge and practices. The methodology used includes bibliographic research as an analysis of pedagogical practices in physics education, and the proposal of a didactic sequence within the context of the daily lives of the Kariri-Xocó. The analysis seeks to identify how elements of indigenous culture, such as myths, rituals, and traditional practices, can serve as a starting point for teaching physics topics, making learning more relevant and meaningful for students. Furthermore, the research examines the challenges educators face in implementing this teaching model, which seeks to respect and value students' cultural identity. The expected results include the development of pedagogical strategies that integrate physics into the cultural context of the Kariri-Xocó, contributing to a more inclusive and contextualized education.

Review of prior studies on sensorimotor activities in physics education