School Physics Research Articles

Scientific content analysis of Light Emitting Diode (LED) for high school physics STEM based learning

Scientific content analysis of Light Emitting Diode (LED) for high school physics STEM based learning

How does the period of a pendulum vary with the number of strings?

This article serves as an extension of analysis of a simple pendulum, a typical example of simple harmonic motion and a common topic in high school physics syllabus. Since the analysis of a simple pendulum ignores the mass of the string in order to model the system as a point mass, a more complex pendulum system consisting of heavy strings and a pendulum bob is explored in this article. Based on theoretical analysis of the model, a relationship between the number of strings and the period of the pendulum is investigated. An experiment was also conducted on a pendulum system using copper wire, a glass bob, a stand, clamps, a clip and a stopwatch. To obtain more accurate results, time taken for five periods was measured three times for each number of strings. A graph is drawn based on data acquired from the experiment and the theoretically deduced relationship is therefore verified. Further study of the general expression for the period of an object that cannot be modelled as a point mass oscillating about a fixed axis is involved. Application of the principle that a change in the position of the center of mass of a pendulum causes a change in its period in Big Ben is also discussed along with a brief introduction of its pendulum structure.

Embodied immersive virtual reality to enhance the conceptual understanding of charged particles: A qualitative study

Learning in science, technology, engineering, and mathematics (STEM) is often challenging due to the abstract and counterintuitive nature of some concepts. Computer-based learning has emerged as an alternative method to help improve students' comprehension of these complex topics, even though technological tools must be supported with pedagogical strategies, technology affordances, sound design, and structured activities to teach scientific concepts properly. In that sense, we propose the design of an immersive virtual reality (IVR) experience, including visual and haptic cues to facilitate learning about electric fields (EFs) and charged particles (CPs) concepts. We scaffolded our design tool based on embodied design principles and cognition. The IVR experience allows learners to manipulate the components of point charges (e.g., particles, distance between particles, and charges) to learn electricity concepts. We conducted a qualitative study (N = 8) to assess the designed application. The sample included undergraduate students (five male and three female) from technology-related fields with some or no prior knowledge of high school or higher education physics. We assessed study participants' conceptual understanding through a pretest-posttest and conducted a brief interview to identify their expected interaction with the designed affordances. Screen recording and the System Usability Scale (SUS) are the other metrics of interest in defining study participants’ performance and experience. The collected data and thematic analysis suggested that participants recognized the included affordances based on the embodied design principles and used them to interact, link previous knowledge, and identify the different factors to explain the physics phenomenon. Additionally, we provided insights for designing IVR experiences to promote conceptual understanding of complex STEM topics based on embodied learning principles.

Effects of Knowledge of Mathematics on Student’s Performance in Physics in Senior Secondary Schools in Ekiti State, Nigeria

This study examined the effects of knowledge of mathematics on student’s performance in physics in senior secondary schools in Ekiti State, Nigeria. Three hypotheses were formulated to guide the study. The sample size for this study consisted of Forty (40) secondary school physics students from two public schools were randomly selected in Ikere Local Government Area of Ekiti State. Self-Structured Test was used for data collection. The Pearson Correlation statistical and t-test tools were used to test all the hypotheses at 0.05 level of significance. The results revealed that knowledge in Mathematics helps to provide a basic foundation for study of physics. Thereby, allows learners to have better understanding of physics contents and improve their procedural knowledge to inter-relate various symbols during solving of physics problems. Student’s mathematics knowledge should be lay more emphasis on because it helps in others aspect of sciences, students demonstrate conceptual understanding when they provide evidence that they can recognize, it also helps to develop their procedural and problem solving skills. Students absent during Mathematics class might lack knowledge which can leave lasting impact on them. In line with the findings of the study, appropriate recommendations were made.

“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

AbstractSeeking to make upper secondary school physics more relevant and engaging, an online collaborative learning curriculum was designed. Each of the curriculum's lessons was structured as a goal‐based scenario about human scientists on Mars. Video and audio data from the curriculum's implementation in Denmark was collected. This study utilized the theoretical lenses intersectionality, repertoires of practice, and epistemic agency. The use of comics as an analytical tool provided a novel and accessible way to depict the complex dynamics within the physics classroom. It allowed for a multimodal representation of the data and enabled a nuanced examination of the students' interactions. Findings suggest that interactions were shaped by the students' identities and these dynamics shaped their repertoires of practice. Moreover, the interactions had a profound impact on students' epistemic agency in physics. Collaborative learning with a goal‐based scenario can include and empower diverse gender, racial, and language identities. It can also, however, work to disempower and exclude when the hegemonically white and masculine culture of physics is left unproblematized. This leads to the conclusion that if reform‐based science education is untethered from a critical stance on socioscientific issues, students and teachers may reproduce social problems as much as they also may challenge them.

Потенциал использования технологии искусственного интеллекта при обучении физике в школе

This article examines the problem of using the potential of neural network technologies available in Russia for enhancing secondary school physics education. The relevance of the addressed issue is justified through an analysis of regulatory documents shaping Russia’s economic and educational strategies, scientific research in artificial intelligence (AI) technologies, and their application to improve educational processes. In addition, сurrent challenges in teaching the subject “Physics” are also considered. Results from a mini-study surveying physics teachers’ attitudes towards the adoption of new tools – AI technologies – are presented. The range of opportunities afforded by neural networks open up for both teachers and students is revealed. Сhallenges and risks that should be considered and necessary actions taken to minimize them are outlined. Fragments of an additional professional program (advanced training) “The use of Russian neural networks in the school educational process”, as well as fragments of practical work performed by physics teachers who attended the course, are presented. The conclusions of this article emphasize the methodological component of the application of AI technologies.

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 card games to support knowledge organization: design considerations and teachers’ attitudes

Despite the positive effects of gamification on student motivation and learning outcomes, there are still widespread concerns that ‘playing games is merely fun’ and have no added value, thus making teachers hesitate about incorporating games into their teaching. This paper describes Phys-Cards games, designed as a summative hands-on activity that highlights physics concepts through a ‘contrast and compare’ task in a game context. The Phys-Cards games were presented in a national network of professional learning communities (PLCs) for high school physics teachers. The teachers first played the games and then reflected on their experiences after they implemented them in their classrooms. Surveys and an analysis of the teachers’ reflections indicated that they valued the Phys-Cards games and reported that the games contributed to students’ conceptual understanding and knowledge organization. However, teachers faced challenges such as team size and composition, how to best monitor different groups, and timing in the instructional sequence. In their discussions during the PLC meetings, the teachers identified the features of the games that best promotedmeaningful collaborative learning and suggested productive ways to incorporate the games into their teaching.

The Cultivation of Critical Thinking Ability in Middle School Physics Teaching

The Cultivation of Critical Thinking Ability in Middle School Physics Teaching

Impact of Directed Problem-Solving Education on Secondary School Students' Physics Achievement

This study looked at how students' achievement in Physics in senior secondary school one was affected by explicit problem solving instruction. A quasi-experimental pre-test-post-test design was used. The study involved two student groups: the Experimental Group and the Control Group. While the control group did not receive formal teaching on problem-solving techniques, the experimental group did receive such training. Utilizing the Physics Achievement Test, data were gathered and analysed using descriptive statistics and ANCOVA. The findings show that providing clear guidance on how to solve problems improves students' achievement in physics. According to this study, providing clear instructions on problem solving was beneficial for both males and females. To improve students' achievement in Physics, physics teachers should provide clear guidance on problem solving to their students.

The investigative learning and its daily applicability

This paper compares the effectiveness of collaborative teaching methods with traditional expository approaches in high school physics classes. Through bibliographical review, it discusses the definitions and differences between collaboration and cooperation to establish clear terminology. Initially, the paper examines the limitations of expository teaching methods and the benefits of collaborative teaching, drawing on Vygotsky’s concepts such as the Zone of Proximal Development (ZPD) and the idea of the most capable pair. It also looks at how these concepts are recommended for classroom use according to official Brazilian documents, like the National Common Core Curriculum (BNCC) and the Law of Guidelines and Bases of National Education (LDB 9394/96). Collaborative teaching through investigative methods significantly improves learning quality and helps students become more employable. Lastly, the paper compares investigative methodologies with approaches from other fields, such as group therapy and pair programming, to highlight their advantages and applicability.

КЫРГЫЗСТАНДА ФИЗИКАЛЫК БИЛИМ БЕРҮҮНҮН САПАТЫН ЖОГОРУЛАТУУ МАСЕЛЕСИНЕ КАРАТА

The article presents a brief analysis of the current state of school physics education and training of a physics teacher at a university in Kyrgyzstan, as well as an overview of a number of studies on the theory and methodology of teaching physics, carried out by domestic and Russian scientists. The contradictions that cause the emergence of problems that impede the improvement of the quality of physics education in the country are highlighted and the need to determine, on the basis of these contradictions, problems that require urgent solutions and the relevance of scientific research devoted to them is justified; A specific example of the formulation of one of the above-mentioned problems is given.

Enhancing Scientific Argumentation Skills in High School Physics: A Blended Learning Approach with Project-based Instruction

This empirical investigation delves into the application of blended learning within project-based instruction (project-based blended learning), within the framework of physics education for eleventh-grade students in a high school setting. The primary aim is to unravel the repercussions of this teaching model on the students' proficiency in scientific argumentation, particularly in the domain of optical instruments. Employing the non-equivalent control group design, the study enlists two classes: the experimental and the control group at a senior high school in Bandar Lampung, Indonesia, encompassing a total of 60 students during the academic year 2022/2023. Quantitative evaluation of scientific argumentation skills was conducted through tests, while qualitative insights into student reactions were garnered via an open-ended questionnaire. The findings underscore a noteworthy enhancement in the scientific argumentation abilities of the experimental group (n-gain: 0.69) as opposed to the control group (n-gain: 0.40), with the test of mean differences yielding a significance level (2-tailed) of 0.00. Qualitative scrutiny of the data also brought to light a more pronounced positive reception from students in the experimental cohort, lending support to the potential refinement of the project-based blended learning model for the augmentation of students' scientific argumentation aptitude.

The Essential Technology Implementations for Developing a Hybrid Module for High School Physics in the Sultanate of Oman

Physics is commonly perceived as a challenging academic discipline, with a contributing factor being the limited availability of educational resources to support students. Consequently, there arises a need to develop a module focused on the incorporation of technology in physics education. The integration of technology within pedagogical modules refers to the practice of including various technological Implementations in educational content. This study aimed to investigate and rank the most efficient technological implementations for designing a pedagogical hybrid physics module for students in grades 9-12 in the Sultanate of Oman. A literature review was conducted concerning the integration of technology in hybrid learning and physics education. Qualitative and quantitative research methodologies were employed for data collection, the data were analyzed utilizing Fuzzy Delphi Method (FDM). To establish the FD instrument, a panel of six experts was consulted through semi-structured interviews. This panel identified 13 significant technology Implementations for the development of the module. Subsequently, a group of 12 experts was surveyed to identify the essential technology Implementations. Consequently, four technology Implementations were excluded, while the accepted Implementations were then prioritized using FDM. The findings revealed that Mobile instant messaging claimed the top position, with Artificial Intelligence (AI) ranking at the lowest position.

The Usage of Game-Based Learning Approach in Physics Education: A Novel Board Game in Learning Resolution of Forces among Upper Secondary

Game-based learning (GBL) is an innovative teaching pedagogy that uses games to promote learning or act as educational tools. The teaching and learning of Newton's laws of motion, especially the topic of Resolution of Forces, are challenging when students cannot understand abstract concepts, leading to the failure to solve related problems. This study introduces a novel board game called Catch the Flight, designed to facilitate students' learning of resolution of forces and enhance their problem-solving skills. The board game was systematically designed based on the ADDIE model and the Integrated Design Framework of Playful Learning. A case study was conducted to test and evaluate the board game quality involving 41 upper secondary school physics students in the state of Perak, Malaysia through MEEGA + KIDS self-assessment questionnaire. The results suggest that the game can offer students a positive player experience and, at the same time, enhance students' learning and motivation. Based on the findings, it shows that the game is fun, user-friendly, relevant, and promotes social interaction. This study offers valuable insights for educators considering using educational board games as an instructional strategy or those interested in developing new educational games to teach physics.

Technology integration in science classrooms: Empowering student teachers for improved physics teaching with simulations

This study employed a descriptive case study design to examine the integration of technology in science education, focusing on the professional development of student teachers in Ghana. Using the technological pedagogical and content knowledge (TPACK) framework as a theoretical lens, the study aimed to address the gaps in existing teacher education programs. Through a technology integration training workshop, the progress of four student teachers in developing their competencies for integrating technology into the teaching of high school physics using simulations was tracked and examined. Drawing on a combination of quantitative (survey) and qualitative data (focus group discussions, semi-structured interviews, observations, and lesson artefacts) sources, findings revealed that the student teachers improved their teaching with technology, which was evident in their developed TPACK, improved content knowledge and developed competencies in the exploration of Physics Education Technology simulation environments. These outcomes suggest a transformative shift in student teacher's teaching approaches, transitioning from a teacher-centered paradigm to a learner-centered one, particularly within the context of simulation environments. Despite initial challenges associated with insufficient content knowledge, establishment of relationships among physics content, teaching strategies and the identified affordances of the simulation environment as well as the shift from traditional to learner-centered approach, the study underscores the pivotal role played by the professional training arrangement implemented for the research.

Analysis Of Higher Order Thinking Skills Indicators on Physics Student Worksheet Class XI Semester II

One of the key contents of the implementation of the 2013 program is the application of learning-oriented learning to forge higher-order thinking skills. Observational results show that the student worksheet used in public high schools in Padang city is the student worksheet made by the teachers and the student worksheet released by the publisher. It is yet to be determined whether all student worksheet already contain the HOTS components required by the program. Therefore, a study on Component Analysis of Higher Order Thinking Skills (HOTS) was carried out during the student worksheet XI Semester II Physics Class at SMAN Padang City. This research is a descriptive research with a qualitative approach. The population is all worksheets for class XI senior high school physics students in semester II which are used by 16 public high schools in Padang City. The sample is student worksheet Physics SMA Class XI Semester II with the most 3 student worksheet. The research data used the student worksheet presentation analysis instrument and data collection techniques through documentation studies. Based on the analysis, it can be concluded that the Semester II Class XI Physics student worksheet used by SMAN in Padang City is of the low-facilitation and non-facilitation category. Search results for the HOTS component of student worksheet questions are in the least favorable category. The question sheets with the highest HOTS component are those with the RC-IP code student worksheet XI/II in the moderately supported category. While other student worksheet are of the low-facilitation and non-facilitation type

Literature Study: Analysis of Literacy and Numeracy Abilities in High School Physics Learning

The aim of this research is to see and determine the growth of students' literacy and numeracy skills and abilities in physics material. Literacy and numeracy skills in solving physics learning problems refer to numbers and symbols used to make conceptual predictions in data analysis to draw conclusions. This research uses a literature study method with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) technique. Based on the results of the analysis of 3 appropriate journals from a database of 200 journals reviewed, it can be concluded that increasing students' literacy and numeracy skills can improve student learning outcomes in effective physics learning, improve learning outcomes and develop and increase interest in physics and the level of students' literacy and numeracy abilities are at the secondary level, and there is a significant positive relationship between literacy and numeracy abilities and physics learning outcomes based on research findings. Students in the high ability category in numeracy literacy are able to state the meaning, use of numbers and basic mathematical symbols. Students with moderate abilities are less precise in using numbers and basic mathematical symbols, some are not able to obtain information, and not all are able to make decisions.

Analysis of the Development of Augmented Reality Based Learning Media on High School Physics Material

One of the purposes of using information and communication technology is to increase the efficiency and effectiveness of learning. One technology that can be used is augmented reality (AR) technology. One innovation that can be developed is the development of AR-based learning media. This research discusses the effectiveness of developing Augmented Reality (AR)-based learning media in an effort to increase students' understanding of high school physics material. To measure the level of effectiveness, it is seen from the results of the Validation Test from material experts, media experts, as well as responses from surveys conducted among practitioners. This research is due to students' low understanding in studying physics material which is very difficult to imagine or understand because the concepts are abstract. Therefore, there is a need for innovative learning media so that abstract physics concepts can be explained by visualizing them using Augmented Reality (AR). The research method used was a quantitative approach and literature study as a data collection method. This research took 10 references related to research objectives published from 2017 to 2023. From the analysis carried out, it was found that the use of Augmented Reality (AR) in physics learning can improve students' understanding abilities in physics learning.

Effect of an inquiry-based teaching sequence on secondary school students’ understanding of wave optics

Wave optics is a mandatory part of Croatian secondary school physics curriculum for students in the final year of secondary school (age 18–19). Many physics education research studies have shown that it is a difficult physics topic for both university and secondary school students. An inquiry-based teaching sequence on wave optics, designed for eight 45-min teaching periods, was developed by the authors. The sequence included four investigative students’ experiments on the topics of interference, diffraction, and polarization of light, as well as several teacher demonstrations. The experimental group included six classes of students from six different Croatian urban secondary schools, who underwent the teaching intervention with the new inquiry-based sequence on wave optics, whereas the control group consisted of six classes from the same schools, taught in a predominantly lecturing way. Both groups were post-tested with the same instrument, the Conceptual Survey on Wave Optics (CSWO), to evaluate the research hypothesis that the new sequence might improve students’ conceptual understanding better than the traditional teaching. The results of the experimental and control groups were analyzed and compared using the Rasch analysis. The results show that the experimental group outperformed the control group in four out of five conceptual areas probed by the CSWO, suggesting that the new inquiry-based teaching sequence may contribute to stronger development of secondary school students’ conceptual understanding of wave optics, especially concerning typical wave optics patterns, reasoning from experiments, and explaining basic wave optics phenomena. A questionnaire on attitudes toward the teaching intervention was administered to students and it was found that students generally liked the inquiry-based teaching intervention and expressed positive attitudes to interactive, experimental, and collaborative aspects of physics teaching. The results are very promising, but their generalization may be limited by the selection of the students, as well as by the short duration of the teaching intervention and the relatively small breadth of the covered topics. Published by the American Physical Society 2024