School Physics Research Articles

Effect of reciprocal teaching strategy on physics student’s academic self-concept

This research determined the impact of reciprocal teaching strategies on students’ academic self-concepts in physics. Reciprocal teaching is a collaborative strategy in the form of dialogue between teachers and students about a text containing eight techniques. Provide predictions, question generation, clarifications, connections, visualizations, summaries, calculations, and feedback to measure students’ academic self-understanding in physics. Two groups were experimental groups (n=60) and learned physics through an interactive teaching strategy. The other group, a control group (n=60), studied physics in a traditional way, judged the effectiveness of each other’s teachings, and compared the control group with a controlled trial. Results indicated that mutual education was more effective than traditional approaches in improving students’ academic self-concept. The results showed that mutual teaching is a more effective strategy than traditional methods to improve students’ academic self-concept. There was a significant difference between the experimental group and the control group. In this study, we proposed using the reciprocal teaching strategy in secondary school physics classes to improve students’ physics learning. Teachers should also receive maintenance and maintenance training to integrate reciprocal teaching into the classroom environment.

Content analysis of the independent curriculum physics science textbook from the perspective of critical thinking aspects and HOTS

This study aims to reveal characteristics of critical thinking and cognitive elements in HOTS category questions from the Independent Curriculum Senior High School Physics Science Textbook in the material of Magnitudes and Measurements. This content analysis study employs the descriptive analysis method, as well as qualitative and quantitative approaches. The Science Textbook Physics independent curriculum for class X Senior High School was utilized as the study's sample. According to the findings of this study, the two text books evaluated elevate critical thinking features such as interpretation, analysis, evaluation, explanation, inference, and self-regulation, with the aspect of interpretation prevailing at 35.14% in book A and 33.35% in book B. While the findings of the HOTS category question analysis for both books revealed that both books discovered HOTS category questions with components of analyzing (C4) and evaluating (C5), no HOTS categories were discovered for the element of creating (C6). Most of the problems in the two books are still dominated by LOTS (low order thinking skill) questions, indicating that learning to think at a higher level requires more than just textbooks and direct instruction from the teacher. As a result, in order for students to think at a higher level, direct instruction from the teacher is required.

POE (Predict, Observe, Explain) Model-Based Teaching Materials on Simple Harmonic Motion with a Virtual/Real Laboratory

Referring to the problem of using conventional learning model and teaching material that were less supportive as learning sources, especially in the physics subject, this study aimed to develop POE (Predict, Observe, Explain) model-based teaching materials on simple harmonic motion with a virtual/real laboratory. The type of research used in this study was research and development based on Borg and Gall's framework, which consisted of five steps. The validation subjects consisted of physics lecturers at FMIPA UM, high school physics teachers, and fifteen students from SMA Laboratorium Malang. The research instruments used were an assessment questionnaire and a questionnaire for comments and suggestions. Data analysis techniques used quantitative data by calculating the average and qualitative analysis with suggestions or comments as the result of readability data. The results of validating the student and teacher teaching materials showed a result of 3.62 and 3.63 respectively, indicating that the materials were deemed feasible. The results of readability validation by students indicated that the students agreed that the concept map, material, and sample questions were easy to understand and did not cause double meanings. Therefore, the teaching materials are considered appropriate to be used as learning resources that support student learning and understanding of simple harmonic motion.

Addressing Learning Difficulties in Junior High School Physics Education: Insights for Curriculum Development and Teaching Strategies

This research delves into the intricate analysis of students' learning difficulties in comprehending physics material at the junior high school level. Through a comprehensive investigation involving mixed-methods research, encompassing both qualitative and quantitative approaches, the study sought to identify prevalent misconceptions, cognitive barriers, and socio-economic factors influencing students' understanding of fundamental physics concepts. The research illuminated the pervasive misconceptions encountered by students, particularly in areas related to force and motion, energy conservation, wave behavior, electricity, and abstract concepts in quantum physics. Cognitive barriers, stemming from the abstract nature of physics principles and the incongruence with everyday experiences, posed significant challenges for students in comprehending these complex concepts. Insights from this research emphasized the critical need for innovative pedagogical approaches, integrated with real-world applications, to bridge the gap between abstract scientific principles and students' experiences. Curriculum reforms aimed at contextualizing physics concepts and accommodating diverse learning styles were identified as crucial for fostering an engaging and effective learning environment. Moreover, the study shed light on socio-economic disparities that influenced students' readiness and access to resources, advocating for equity in educational support and opportunities. The findings from this research have far-reaching implications, calling for systemic changes in teaching methodologies, curriculum design, and policy initiatives to enhance the learning experience in physics education. The research serves as a beacon for educators, curriculum developers, and policymakers, guiding them toward transformative changes essential for nurturing a generation of students equipped with a deeper understanding of fundamental scientific principles in physics.

Development of Critical and Creative Skills-Based Interactive Learning Media for High School Physics Learning

Science and technology, which continue to experience development in education at the school level, raise demands and improvements in the learning process. In the 21st century, critical and creative thinking skills are needed for students. Therefore, interactive learning media are developed to make students more active and can make improvements to students' critical and creative thinking skills. The development of interactive learning media aims to create interactive learning media based on critical and creative thinking skills on valid and practical circular motion material. This study used the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The validation test resulted in the developed interactive learning media obtained a result of 0.78 with a reasonably valid category. The validation results showed that the interactive learning media was not yet valid, so it needed to be revised based on the validator's suggestions to make the product more valid. After revision, the product was declared usable. The results of the practicality test conducted on high school physics teachers in Padang obtained 91% results, indicating that interactive learning media is practical to use. Based on the results of the validation test and practicality test, interactive learning media based on critical and creative thinking skills in circular motion material is declared valid and practical.

Implementation of Pascal's Law Learning Media with a Scientific Approach to High School Physics Learning


 
 
 
 Physics learning is inseparable from experiments. Some teachers have not been able to provide experimental tools in schools. One of the materials that requires experimental tools is Pascal's Law. The solution provided is in the form of developing a Pascal's law experimental tool using the R & D method. The development is using the ADDIE model which consists of the stages of analysis, design, development, implementation, and evaluation. The aim of this research is to investigate the results of the implementation of the Pascal's law experimental tool. Data collection instruments with pre-test, post-test, student worksheet, and student response questionnaires. The sample was taken from one class of 20 class 11 physics students at West Java. The questions on the pre-test and student worksheet totaled 7 items and 10 questions respectively. The student response questionnaire consisted of four aspects, namely aspects of ease of use, attractiveness, efficiency, and suitability of the material. Overall, the indicators totaled 11 items which were distributed using Google Form to students. The results of the analysis show that there is a change in the results of the students' pre-test and post-test with an N-Gain of 0.24 (low category). The results of the student response questionnaire analysis are 79.51%. This indicates that the tools developed are practical and can be used in learning physics, especially Pascal's law. Future research is expected to be able to see a comparison of student learning outcomes using the Pascal's law experimental tool directly with a virtual experiment with PhET.
 
 
 

Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics

The aim of this study was to examine the effect of video game based instructional strategy on students’ conceptual understanding and interest of senor secondary school physics, the research used a pre-test, post-test, control group quasi-experimental design, the population of the study comprises three hundred and eighty three (383) Physics students at public, co-educational senior high schools who are in SS 2 in Dutsin –Ma Educational quality assurance Zone. Two (2) co-educational schools were selected using simple random sampling technique the sample consists of one hundred and four (104) SS 2 students, 52 for experimental sample and 52 for control sample. Each of the two schools used a whole science class. Two instruments were used for the study which are: Physics conceptual understanding Test (PCT) and Physics Interest Scale (PIS) with the reliability and internal consistency of 0.781 and 0.784 respectively. The instruments were used to collect data for students’ conceptual understanding and interest respectively. Mean and standard deviation were used to answer the research questions, and a t-test independent sample was used to test the hypotheses at 0.05 level of significance. The outcome showed that the video game based instructional strategy is superior to the teacher-centered method in fostering conceptual understanding and interest among the students. On the basis of these, certain recommendations are suggested which include; teachers of senior secondary schools should expose Physics students to video game based instructional strategy, in order to promote their conceptual understanding of physics concepts, Science teachers should incorporate the use of virtual reality based instruction to complement their traditional chalk-talk method of instructional delivery to make students developed interest in the subjects.

Determining the centres of mass of a circular arc and a circular sector using the principle of virtual work

In studying physics, it is important to solve problems with different methods and compare current and final results, which allows more comprehensive and deep analysis of the observed processes. In this paper, at a level of school physics course, the application of the principle of virtual work is presented as an alternative to the standard method for solving problems of statics. Two approaches are used to analyse two problems, as a result of which, without the use of integral calculus, formulas for the centres of mass of a circular arc and a circular sector are obtained.

Development of Android-Based Interactive Multimedia for Secondary School Physics Study

This research aims to produce valid and practical learning products for physics education. The developed learning products consist of interactive multimedia based on Android, lesson plans (RPP), and test instruments for the topic of elasticity in physics. This study follows a Research and Development (R&D) approach, adapting the 4D model developed by Thiagarajan. The research stages include defining, designing, developing, and disseminating. The research subjects were 32 students in grade XI. Data collection techniques involved validation sheets, student response questionnaires, and pretest and posttest sheets for assessing conceptual understanding. The validation results indicate that the learning products fall under high validity. The average scores of expert and practitioner validators were 3.49 and 3.67 for interactive multimedia based on Android, 3.48 and 3.69 for the lesson plans, and 3.38 and 3.81 for the test instruments, respectively. The analysis of the response questionnaires showed that the products were convenient, with an average percentage of 82.27%. Therefore, the developed learning products are valid and highly practical for secondary school physics activities.

PORTRAIT Of ASSESSMENT BASED On CURRICULUM 2013 At PHYSICS LEARNING RESULTS

This study aims to determine the implementation of the assessment of physics learning outcomes based on the 2013 curriculum which includes aspects of planning, implementation and reporting. This type of research is descriptive. The subjects in this study were 12 high school physics teachers in the city of Medan who used the 2013 Curriculum. The subjects were taken using the stratified random sampling method, the researcher divided the Medan city into 3 regions, namely the northern part, the central part, and the southern part. The data collection technique in this study was carried out using a questionnaire or a questionnaire totaling 30 questions, with a score range of 1 - 4. Based on the results of questionnaire data on 12 physics teachers, the implementation level of the overall physics learning outcome assessment 75% was in the Good category. In the planning aspect, the implementation level of the assessment of learning outcomes based on the 2013 curriculum is 66,7% in the very good category, then the implementation aspect is 66,7% in the good category and the reporting aspect is 50% in the fairly good category.

EFFECTS OF COMPUTER-BASED SIMULATIONS AND VIDEO INSTRUCTIONAL PACKAGES ON THE ATTITUDE OF SENIOR SECONDARY SCHOOL PHYSICS STUDENTS IN OSUN STATE, NIGERIA

The study examined the effect of Computer-Based Simulations (CBSs) or Video Instructional Package (VIP) on secondary school students’ attitude towards Physics in Osun State, Nigeria. It also determined if there are interactions between student’s sex and the effects of CBSs or VIP on the students’ attitude towards Physics. The study adopted pretest, posttest, control group quasi-experimental design. One hundred and thirteen senior secondary school Physics students were selected from all the Physics students in the senior secondary schools in Osun State using a multistage sampling procedure. The students were grouped into two experimental groups and one control. Physics Students’ Attitude Questionnaire (PSAQ) was used for data gathering. The content validity ratio (α = 1) was obtained for the instrument and Split half method was used to determine the reliability of the instrument and Spearman-Brown coefficient r = 0.86 was obtained for its reliability. Analysis of data showed no significant difference in the attitude of the students irrespective of the method of instruction (F(2,110) = 1.17 ; p > 0.05). The finding also showed no significant interaction between sex and the effects of CBSs or VIP on the students’ attitude towards Physics (F(2,112) = 0.25 ; p > 0.05). The study concluded both Computer Based Simulations and Video Instructional Package had the same effects on secondary school students’ attitude towards Physics and also sex did not significantly intervene on the effects of CBSs or VIP on secondary school students’ attitude towards Physics.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0009/a.php" alt="Hit counter" /></p>

Development of Phymol Integrated Media (Physics Mobile Learning) on Temperature and Heat in High School Physics Learning

This study aims to develop learning media in the form of learning videos of Phymol (Physics Mobile Learning) Integrated Games on the material of Temperature and Heat. The research method used is the R&D (Research and Development) research method with the ADDIE development model, including the stages of Analysis (analysis), Design (design), Development (development), Implementation (implementation) and Evaluation (evaluation). In this study, the product was validated using an expert validation instrument which was distributed to two lecturers and three teachers and a limited trial was conducted using student response questionnaires. The results of product validation show an average percentage of 92% with a very feasible category. The limited trial conducted by the researcher involved 30 students of SMA Negeri 5 Cilegon. Student responses showed an average percentage of 86% with a very good category. Based on the results of expert validation and student response questionnaires, physics learning media in the form of Phymol learning videos (Physics Mobile Learning) integrated Games on Temperature and Heat material is very feasible and can be used as a physics learning medium.

Measurement of Work and Power in a Coffee-Mug Stirling Engine as a First-Year Physics Laboratory

This paper describes an experimental setup using a coffee mug, a low delta-temperature model Stirling engine, and a gas pressure sensor. The experiment is targeted toward first-year calculus-based physics labs and was designed to be implemented at low cost (approximately $120 for engine and pressure sensor) and minimal modification to off-the-shelf components for an instructor. The gas pressure sensor we used plugs directly into a USB port, and no data acquisition hub was required. Software to operate the sensor is available from the manufacturer at no additional cost. A sample student procedure handout is provided in Appendix B. Modifications for use in high school physics, algebra-based college physics, and upper-division thermodynamics courses are presented in Appendix A. Two simple modifications to the Stirling engine are required: (1) drilling a hole in the top plate of the Stirling engine and gluing a Luer lock fitting over the hole; and (2) 3D printing a spool that is then hot glued to the driveshaft of the Stirling engine. A more advanced experiment can be performed by 3D printing two gears and using a rotary motion sensor to track the phase of the system. A video demonstration of these modifications is provided. Student calculations of work done by the engine show good correlation with predicted theoretical calculations. Students also rated the experimental procedure highly for both interest and understanding.

Nationwide Survey of High School Physics

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation Susan C. White; Nationwide Survey of High School Physics. The Physics Teacher 1 May 2023; 61 (5): 414–. https://doi.org/10.1119/5.0152380 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAmerican Association of Physics TeachersThe Physics Teacher Search Advanced Search |Citation Search

School Science Education and Quantum Physics

Interest in quantum physics among the general public has been increasing along with various practical applications such as quantum computing, quantum cryptography, and quantum sensing, as well as their economic expansion. This close relationship with everyday life highlights the necessity for non-specialists to understand basic concepts of quantum physics, not only for physicists and related fields. Since 2000, there has been a noticeable movement in international physics education journals to include quantum physics in high school curricula, and recent papers suggest some agreement on core concepts that can be covered at the high school level across various countries. In this article, the basic concepts of quantum physics covered in high school physics education in Korea and abroad are reviewed, and suggestions are made for future topics that should be addressed in physics education research.

A Study on the Implementation Strategies of the Cooperative Inquiry Teaching Model in Junior High School Physics

A Study on the Implementation Strategies of the Cooperative Inquiry Teaching Model in Junior High School Physics

Correlations Among Fundamental Equations in High School Physics Coursebook of Cambridge University Press

Correlations Among Fundamental Equations in High School Physics Coursebook of Cambridge University Press

주요 국가의 교육 과정과 교과서에 제시된 원자력 발전 내용 분석

Objectives The purposes of this study were to analyze status, history and policy, science and social studies curriculum, textbooks of nuclear power in major countries.
 Methods In accordance with global nuclear policies, the United States and Japan were selected as countries to expand and maintain nuclear power plants. In the case of a country abolishing it, Korea, Germany, France were chosen. Australia is one of the countries that doesn't have it. We identified the current status of nuclear power through the number of nuclear power plants, generation, historical and policy data in major countries. And this study investigated nuclear power generation after collecting data from science and social studies curriculum and textbooks published by selected countries and discussed the implications.
 Results In terms of the curriculum, science subject was more than social studies subject, especially in high school physics and chemistry. Textbooks of the 2009 Revised Curriculum and US textbooks showed high in frequency. In domestic textbooks and foreign science textbooks, contents were many “pros and cons, and controversial situations of nuclear power generation”. In foreign social studies textbooks, contents were many “nuclear accident”.
 Conclusions In order to students to properly understand the issue of nuclear power generation, nuclear content and educational methods should be planned systematically from elementary school.

Quantum Physics Teaching and the Theory of Social Representations: investigating the presence of Quantum Mysticism concepts among high school students in the south of Brazil

The present work deals with possibilities for contribution of the Theory of Social Representations (TSR) as a reference for group learning, with techniques and methodologies that are specific to it, to facilitate the teaching of Quantum Physics in High School, allowing to investigate, for example, if students have conceptions linked to Quantum Mysticism. The main objective is to evaluate how this psychosocial theory can be used for the research community in Science Teaching. We present theoretical results, based on an analysis of the TSR and a brief literature review, as well as empirical results from the application of questionnaires in high school (Study 1, N = 291), as well as during the application of a Didactic Module in a classroom with 34 students (Study 2, N = 34). We proceeded with the construction of similarity networks via a software used in Social Psychology (IRAMuTeQ), networks that are graphic representations of a verbal association test, which can give indications of what the Social Representation of students looks like. We conclude that the TSR is relevant for the introduction of Quantum Physics in High School, allowing the formation of an adequate scientific literacy, with emphasis on conceptual learning, in which the TSR is taken as a reference for group learning.

Development and Factorial Validation of Meta-Cognitive Awareness Inventory in Physics (MAIP) for Senior Secondary School Students in Benue State, Nigeria

Purpose: The study developed and factorial validated of Meta-cognitive Awareness Inventory in Physics (MAIP) for senior secondary school students in Benue State, Nigeria. Three research questions and one null hypothesis guided the study. Methodology: The study adopted instrumentation design. The sample comprised 1382 SSII students that offered Physics as a school subject for 2020/2021 Academic Session. The Meta-cognitive Awareness Inventory in Physics (MAIP) was face validated by five experts. Construct validation was carried out on the instrument. Coefficient of internal consistency was obtained through Cronbach’s Alpha and found to be 0.78. The research questions were answered using factor analysis, coefficient of internal consistency, mean and standard deviations. The null hypothesis was tested using independent t-test at 0.05 level of significance. Findings: The findings revealed that MAIP has 52 factorially simple or pure items and 23 factorially complex items in terms of their factor loadings. The coefficient of internal consistency of MAIP was found to be 0.98. It was also found that there was statistically significant difference in the mean meta-cognitive awareness ratings of students in rural and urban areas in favour of students in urban area using MAIP. Signifinance: It was recommended among others that Senior Secondary students should use the MAIP to determine their level of meta-cognitive awareness in Physics in both urban and rural schools. This may enable them to gain awareness and control over themselves as learners for effective learning of Physics in secondary schools irrespective of their locations.