Physics Education Research Articles

Traditional Game Lato-Lato: Physics Learning Media to Improve Students’ Conceptual Mastery of Collision and Momentum Materials

<p>Physics is a science that studies natural phenomena, but students' interest in this subject is often low because it is considered abstract and difficult. The traditional approach to physics learning, which often focuses on theory, is less appealing to many students. One effective way to increase students' understanding and interest is through experimentation and the use of adequate teaching aids. In this context, the traditional game of Lato-Lato shows great potential as an innovative learning medium. This research aims to find out the concept of physics through the lato-lato game. This article reviews Lato-Lato's role in teaching physics concepts, especially in collision and momentum matter. This study uses a literature review method to evaluate the existing literature related to the use of Lato-Lato in physics education. The review process involves identifying, selecting, and critically evaluating literature from various academic databases. The results of the study indicate that Lato-Lato can be an effective learning tool by integrating physics theory with real practice in an interactive and fun way. This game not only helps students understand difficult physics concepts through hands-on experience, but also increases their motivation and interest in learning physics. The integration of Lato-Lato in physics learning can enrich teaching methods by providing a more contextual and practical approach.</p>

A Comparative Study of Sound Resonance Using Arduino-Based Ultrasonic Sensors and Visualization Analysis with Python

<p>In the modern era, the study of sound resonance in physics laboratories has increasingly incorporated technological tools to improve the experimental process. While conventional approaches to resonance experiments remain common, they often face challenges related to equipment setup and limited real-time data analysis. This research compares conventional methods with Arduino-based techniques, combined with Python for data visualization and analysis, in sound resonance experiments. The integration of Arduino microcontrollers and ultrasonic sensors offers a more accessible and streamlined alternative to conventional resonance measurement techniques, facilitating improved data collection and interpretation. Data is gathered using PLX DAQ software connected to the Arduino system, with the results visualized and analyzed using Python tools. The experiments show that the average air column length when the water in the reservoir was lowered is 16.10 cm, with an error of 3.04%, and when the water was raised, the average length is 15.60 cm, with an error of 5.98%. A 512 Hz sound source was used to determine the fundamental frequency, revealing slight variations due to changes in the measurement distance. Specifically, the fundamental frequency was recorded as (528 ± 5) Hz when the water level was lowered and (545 ± 8) Hz when it was raised. This study highlights the positive role of technology in enhancing physics education and research, particularly in sound resonance studies.</p>

Introducing quantum physics concepts and Dirac notation at the secondary school level: Insights into student reasoning from an acceptance survey

Evidence from physics education research suggests that the introduction of a formalistic description of quantum phenomena can be beneficial to student learning, particularly in terms of helping students move away from naive realist views of quanta or space-time descriptions of quantum phenomena. However, the mathematical requirements for mastering quantum formalism are typically far beyond the scope of secondary school education. Therefore, in previous research, we have proposed a reduced Dirac notation tailored to the capabilities of secondary school students, which is included in a novel teaching-learning sequence. However, the cognitive processes of students when confronted with an introduction to quantum physics via a reduced Dirac notation have not been thoroughly investigated: In particular, it seems important to investigate whether this approach is actually beneficial to students’ learning and to explore the learning difficulties students are likely to encounter in such a setting. This paper contributes to this research gap by reporting the findings of an acceptance survey: N=14 learners participated in one-on-one interviews following a protocol consisting of four cyclical phases (information phase, acceptance evaluation, paraphrasing phase, and application phase). The findings of our study indicate that the instructional elements within our new teaching-learning sequence were generally well accepted by students but also revealed learning difficulties that students may encounter. Thus, on the one hand, the findings of this study pave the way for future research on students’ learning of quantum physics using Dirac notation. On the other hand, the in-depth findings reported here may guide teachers in designing learning environments that introduce Dirac notation at the upper secondary school and introductory university levels. Published by the American Physical Society 2024

The Contribution of Integrative Physics Textbooks in Higher Education and Their Impact on Islamic Education Goals

This study examines the dominance of the modern scientific perspective in university science education, which often separates natural sciences from faith-based values. To bridge this gap, developing Physics textbooks that integrate a faith-based approach is crucial. The research explores how Physics textbooks can contribute to achieving Islamic educational goals in universities, employing a qualitative method including literature reviews and textbook analysis. The findings reveal that integrative Physics textbooks can significantly contribute to linking Physics concepts with Islamic values, creating a holistic learning approach. This study proposes a concept for integrative Physics teaching materials, incorporating the history of science and the philosophy of science, preparing students to master Physics and develop strong faith.

Physics teachers’ professional development on measurement uncertainty: A commognitive approach

In this paper, we demonstrate the fruitfulness of a theoretical framework called , developed in the context of mathematics education research, for conceptualizing and analyzing a professional development (PD) process on measurement uncertainty for secondary physics teachers. Evaluating measurement uncertainty is an important learning goal in the physics lab and is key to determining the validity of an experiment. While research has mapped difficulties students face and teaching strategies to support them, teacher PD still requires attention, both in capturing teachers’ existing perceptions and in designing PD activities that address these perceptions and support teachers in adopting a more scientifically aligned discourse on measurement uncertainty. perceives learning as becoming a participant in the discourse of a specific professional community. A discourse consists of keywords, visual mediators, narratives, and routines—and metarules that govern their use. The appropriation of a new discourse involves reconciling conflicts between the metarules of learners’ existing discourse and the new discourse (i.e., ). We adopted the commognitive framework in all phases of our PD design. First, we mapped the canonical discourse we intended our teachers to adopt versus the prevailing discourse of physics teachers in our national context. Following this mapping, we designed PD tasks intended to lead participants to acknowledge the limitations of their existing discourse on measurement uncertainty as a precursor to internalizing the canonical discourse. Finally, the commognitive framework served as an analytical lens to detect commognitive conflicts involved in collaborative sensemaking among the teachers and between them and the PD facilitators. We demonstrate this type of analysis in a case study, in which learners who hold different discursive metarules encounter implicit commognitive conflicts and discuss implications and untapped opportunities for physics teachers’ PD process on measurement uncertainty. Published by the American Physical Society 2024

Physical education teaching: A biomechanical perspective of physical education educators and coaches

This study investigated the integration of biomechanical principles into physical education teaching practices. We use a combination of surveys, classroom observations, focus groups, pre-assessments and post-assessments, as well as force analysis in order to look at the knowledge, skills, and attitudes of physical education educators and coaches. Our findings are that theoretically, there is a substantial chasm between knowledge and application in a physical education environment. Most teachers recognized the importance of biomechanics but frequently did not have adequate preparation and resources to make it part of their teaching curricula. From the findings of our study, we conclude that teacher preparation programs and professional development programs need biomechanic education in totality. Eliminating these gaps will significantly enhance the quality of physical education instruction and outcomes for all students. Our study empirically suggests that biomechanical interventions are indeed a practical improvement for students, as they actually make the students’ movements mechanically better, reduce the likelihood of injury, and give them even more motivation.

Editorial - ICPE 2022 Part 5

This collection of papers represents the fifth part of the collection from the International Conference on Physics Education, which was held in December 2022. This collection addresses a range of topics in techniques for teaching physics and astronomy as well as how to measure student learning. Two of the papers included in this issue focus on developing teaching tools to support physics and astronomy learning in a range of contexts. Fernandes et al describe an international project to develop an innovative approach to teaching astronomy to primary-aged children. They show that having students engage in scaffolded observations of the night sky can support students’ learning and teachers’ confidence in astronomy and provide an exemplar of translating resources for multiple cultural contexts. Jangia and Haverlíková demonstrate that adapting the card game Dixit for classroom use can encourage students to make connections across physics concepts in a fun and engaging way. The other three papers in this collection focus on approaches to understanding student learning, including that of preservice teachers. Belíssimo and Nardi developed a longitudinal approach to understanding the impact of preservice teachers’ education on their epistemology of science and their teaching identities. Intakaew and Wattanakasiwich explore how to use RapidMiner, a data mining tool, to identify patterns in students’ answers to a concept inventory. Kota and colleagues detail their development of a survey tool to measure student engagement in science laboratories by examining motivations, emotions, and use of resources. Taken together, these papers offer new insights into approaches for teaching and research approaches in physics and astronomy. I offer my thanks to all authors and reviewers for their work.

Development of Merdeka Flow-Based Physics Teaching Modules to Improve Physics Learning Outcomes

This research is a type of Research and Development (R&D) study utilizing the 4D model development method (Define, Design, Development, and Dissemination). The study was conducted at MAN 1 Buton Selatan with the aim of designing and analyzing a valid, practical, and effective Merdeka flow-based physics teaching module that can improve student learning outcomes. The developed Merdeka flow-based physics teaching module was then tested on 25 students of class X-1 and evaluated by 10 practitioners or physics teachers from Siompu District and West Siompu District, Buton Selatan. The instruments used in this study included a validation sheet for the physics teaching module, practitioner assessment questionnaires, and a validated student learning outcomes test. The results showed that the Merdeka flow-based physics teaching module at MAN 1 Buton Selatan was valid, with an Aiken's V value of 0.74, practical, with a practitioner response score of 92.44%, and effective, with 80% of students showing a high category improvement in physics learning outcomes based on the N-gain calculation. Based on the results, the Merdeka Flow-based physics teaching module is overall considered valid, practical, and effective for use in the physics learning process.

The Impact of Football Learning Interest on Learning Satisfaction in University Football Courses

Under the contemporary education system, physical education is crucial to the cultivation of students' physical and mental health, team spirit and competitive awareness, and physical education can better promote the overall development of students. As a global sport, football occupies an increasingly important position in campus physical education. Although there have been studies focusing on university students' interest in learning football, there have been few studies systematically exploring its impact on learning satisfaction in university football courses. This study aims to fill this gap by conducting a questionnaire survey on 377 students at a university in Hubei through qualitative and quantitative methods, analyzing the data using SPSS software, and examining the reliability and validity of the questionnaire as well as the correlation between interest in learning football and satisfaction with learning in university football courses. The study found that university students' interest in football learning was significantly and positively correlated with their satisfaction with the football course, with the four dimensions of positivity of participation in football, performance in football matches, degree of participation in football, and independent inquiry learning football all having a positive effect on satisfaction. The study emphasized that enhancing students' interest in football plays a key role in improving learning satisfaction and teaching effectiveness in university football courses. Therefore, it is recommended that educators and course designers pay attention to cultivating students' interest in football in order to meet students' needs and improve the quality of teaching and participation. Meanwhile, school administrators should optimize physical education teaching strategies based on the results of the study to promote the progress of campus football education.

Multirepresentation Ability Analysis of Wave Matter Using Physics Education Technology

Education is the primary capital of a nation's progress, because with education, the human resources that a nation possesses will become quality. Physics is a branch of natural science, specifically studying natural phenomena and events through several scientific and systematic methods. The research is aimed at developing a tool to evaluate the multirepresentation of wave matter using Physics Education Technology. The methods used in this research are quantitative methods and the research is carried out by providing filling issues that will analyze verbal multirepresentation capabilities, tables and graphs. The research will be carried out at Semarang University using samples of civil engineering students. Research procedures through preliminary stages by drawing up a research plan. Preparing and compiling wave learning modules using the simulation facilities of Physics Education Technology, then compiling evaluation tools that are subject-based with multi-representation verbal approaches, tables and graphs. Validation of learning modules and evaluation tools to determine whether it is worthy of use or not, validation is carried out by 2 experts. Validation of test instruments by experts on material aspects averaged 93%, on construction aspects 94% and on language aspects reached 92%, of which results show that the instruments have excellent validity. In the finite scale test, the highest multirepresentation ability is communicating from mathematics to verbal and its mathematical abilities, while the lowest is in the ability to picture to mathematics and physics.

Development Of Problem-Solving Measuring Instrument In Motion Topic Using the Testlet Model

This research aims to produce the Testlets' model instrument test that measures the problem-solving abilities of high school students in West Kalimantan on motion topics. The study employed A.D.D.I.E.'s development model, which consists of analysis, design, development, implementation, and evaluation stages. Three hundred four students from three different cities in West Kalimantan were involved as respondents in this study. The researchers collected data through test techniques and documentation since this study focused on the characteristics of the test. The instrument test of problem-solving abilities is designed to follow Heller's solution stages, namely focusing on the problem, describing physics, planning a solution, implementing the plan, and evaluating the answer. The results of this study are the availability of 20 multiple-choice questions, with five main questions and four testlets. The assessment instrument developed had the characteristics of validity up to 0.90 (high), reliability through Cronbach's Alpha Reliability analysis: 0.83 (very good), person reliability: 0,84 (high) and item reliability: 0.98 (excellent). The test developed is theoretically and practically feasible so that high school physics teachers can use it to measure students' problem-solving abilities more quickly because it uses a multiple-choice test.

“It is just how things are”: physics teachers’ perceptions about the gender gap in secondary school physics

ABSTRACT The gender gap in physics in Australian secondary schools remains a significant issue. This study aims to address this problem by examining how physics teachers perceive girls’ participation in physics, and how these perceptions influence their approach to gender issues and their potential impact on girls’ physics identity. The study uses a multi-case qualitative research design and applies a physics identity framework from a gender perspective. Data was collected from seven physics teachers from three Australian states. The findings indicate a connection between teachers’ perceptions of the gender gap in physics and their prioritisation of addressing this issue in their teaching. The data reveals that teachers with feminist beliefs actively tackle gender issues and challenge norms that hinder girls’ participation. On the other hand, teachers with beliefs aligned with mainstream gender roles tend to maintain the status quo without making evident pedagogical adjustments to specifically support girls’ physics identity. The findings emphasise the necessity for ongoing professional development for physics teachers, enabling them to counter their unconscious gender biases and promote physics to girls.

Pedagogical Strategies for Enhancing Physics Education for Pre-Physical Therapy Students

This study explores instructional strategies designed to improve engagement and learning outcomes in introductory physics courses for non-science majors, focusing on pre-physical therapy (pre-PT) students. Given that many of these students lack a robust mathematical background, the teaching approach aims to bridge this gap through structured problem-solving frameworks, hands-on activities, and contextual applications that link physics principles to health sciences. To address this, a teaching approach was developed over three years in two courses at Widener University in Pennsylvania: College Physics I (Mechanics and Heat) and College Physics II (Electricity and Magnetism). This approach combines structured problem-solving frameworks, real-world applications, hands-on activities, and active learning techniques. By emphasizing the relevance of physics concepts to health sciences, such as using examples from biomechanics and neuroelectric signaling, students are encouraged to connect theory with practical applications in their future careers. The structured problem-solving framework simplifies complex physics problems into manageable steps, fostering both computational and conceptual understanding. Interactive assignments and discussion threads further enhance engagement, while activities focused on scientific communication help students articulate complex ideas clearly. These methods helped students to approach physics as an interconnected field relevant to their future careers rather than isolated quantitative challenges. Assessments, including course evaluations and student feedback, indicate that this approach not only enhances conceptual understanding but also fosters scientific communication skills critical for healthcare professions. The findings contribute to a growing body of research suggesting that tailored physics curricula can significantly improve engagement and success among non-science majors pursuing professional healthcare pathways.

Development and Validation of an Instrument to Assess Pre-service Physics Teachers’ Views on Non-Epistemic Nature of Science

Development and Validation of an Instrument to Assess Pre-service Physics Teachers’ Views on Non-Epistemic Nature of Science

Exploring the undergraduate nursing students' experiences and learning strategies in distance nurse education: A qualitative study

BackgroundDistance nurse education is an essential contribution to sustainable access for nurses in rural and remotes areas. However, distance nurse education requires pedagogical changes, and we need more knowledge to design education programmes that can accommodate students who study off-campus. ObjectiveTo explore how undergraduate nursing students experience a distance education programme. MethodsA qualitative explorative design. Students in a distance nurse education programme participated in six focus group interviews from March to September 2022. Data were subjected to qualitative content analysis. ResultsStudents had a generally positive experience of the distance nurse education programme and were especially pleased with its flexibility. The two main themes were students' sense of belonging and social interactions and their participation in learning activities. Students cited face-to-face meetings as an important factor in having a sense of community, involvement, and continuous motivation for their studies. Students found study groups to be useful for learning and progress in the study subjects. Physical teaching sessions at a non-university site facilitated and motivated them to follow live streaming of lectures at home and to collaborate online with the study group between those meetings. Social interaction with the educator and other students in physical teaching sessions was important for discussions of the subject matter and for assistance with technical challenges. A predictable timetable was essential for the students to balance time for their studies with family and work responsibilities. ConclusionStudents in the distance nurse programme preferred a combination of face-to-face meetings and live streaming. Study groups contributed to motivation, understanding of the course content, and a sense of community. It also helped to improve students' collaboration skills. These students have many professional and family obligations, so a predictable course plan was important to them.

Praxeological component of the future physical culture teachers’ readiness to the physical education and mass work in the secondary school

Praxeological component of the future physical culture teachers’ readiness to the physical education and mass work in the secondary school

Optimizing PhET Use in Rwandan Mathematics and Sciences Teaching

This qualitative study examined the effectiveness of professional development programs for mathematics and sciences teachers in four public secondary schools within Gasabo District, Rwanda. The primary focus was to evaluate how these programs enhance teachers' ability to integrate Physics Education Technology (PhET) simulations into their classrooms. The research involved 42 participants. Data collection methods included in-depth interviews, classroom observations, and document analysis. Findings revealed that professional development programs significantly improved teachers' confidence and proficiency in using PhET simulations, resulting in more engaging and effective mathematics and science education. The study highlighted the importance of adapted professional development to enhance teachers' use of technology in the classroom, with potential implications for improving mathematics and science education in the region.

Studi Kesiapan Sekolah Mengimplementasikan Kurikulum Merdeka di Kabupaten Sumba Barat Daya

This research aims to find out the knowledge and understanding of teachers and principals about the independent curriculum and to find out the readiness of schools to implement the independent curriculum. This research was conducted in Tambolaka City District and Loura District, Southwest Sumba Regency-East Nusa Tenggara. This study is evaluation survey research with a qualitative descriptive approach. The subjects of this study are 24 high school Physics teachers and junior high school science teachers and 12 school principals. Data collection uses interview instruments and questionnaire instruments. The distribution of the questionnaire was carried out using a google form. The analysis is carried out by reducing data, presenting data, and drawing conclusions. The results of the study show that (1) Teachers and Principals who are the subjects of the study have not understood well the concept and strategy of implementing the independent curriculum, (2) Schools are ready to implement the independent curriculum as a form of support for the government's efforts to improve the quality of education, (3) Teachers and Principals of the research subjects have a positive view of the implementation of the independent curriculum on average

Exploration on the application of dynamics principles in police physical education curriculum teaching

The police physical education curriculum focuses on the integration of physical training and police skills training, aiming to enhance students’ physical fitness and police skill levels. By reasonably applying the principles of dynamics, teachers can develop more scientific and reasonable training plans, optimizing aspects such as strength training, speed training, endurance training, and skill instruction. The application of dynamics principles not only helps improve students’ physical fitness but also assists teachers in better understanding the mechanical principles involved when students perform movements, thereby enabling more effective skill instruction. Therefore, in the teaching of police physical education, emphasis should be placed on the integration and practice of dynamics principles to improve teaching quality and effectiveness, providing strong support for cultivating high-quality police talents.

The Concept of Weight as Reflecting the Epistemological Changes in Physics

AbstractThe goal of this study was to elicit and juxtapose the account of the concept of weight in history vis a vis physics education. The results reveal the problem of consistency in the currently employed teaching materials. The weight concept is very old and remains ubiquitous in science. Its history reflects the maturation of scientific methodology. The latter implied three periods of its development: old, classical, and modern. The “old” weight designated heaviness, or gravity, of bodies and the quantity of matter, both measured through weighing by balance. The “old” weight served as the basis for trade and technology. “Old” weight split in the scientific revolution of the seventeenth century into mass and gravitational force that explained the weight of massive objects—weight was identified with gravitational force. The third period followed the scientific revolution of the twentieth century. Classical Mechanics adopted the equivalence principle and included the accelerated observers. This implied redefinition of weight by the operational definition as the result of weighing. Thus, weight was distinguished from the gravitational force. All three periods reflect the change of physics methodology. In education, physics textbooks are currently divided between the contradictory accounts of the second and third periods of weight history. The weight concept is often confused by students who show numerous related misconceptions. Facing this complexity, we argue for using weight teaching as a tool for promoting the modern perspective of knowledge construction in physics, its epistemology, that is, revealing the nature of science, the need for a reliable operational definition alongside a theoretical one, to the students. The teaching in accordance with the discipline-culture paradigm emphasizes the discursive nature of science, reveals the conceptual dialogue, and suggests its presentation in science/physics classes.