Physics Textbooks Research Articles

Content Analysis of Physics Textbooks for Senior High School on The Principle of Direct Current Circuits

This study aims to reveal the science process skills profile and the question type categories in physics textbooks for senior high school on the principle of direct current circuits. The research method in this study is descriptive analysis with a qualitative-quantitative approach. The sample of this research is two physics textbooks that refer to the 2013 curriculum which is generally used as learning resources in Senior High schools in Indonesia. The determination of the sample in this study is based on the purposive sampling technique. The results showed that book A and book B already contained all aspects of Science Process Skills (SPS) although with different percentages. The results also showed that the aspect that appears the most is "observing" aspects of science process skills (SPS) which are 29.27% for book A and 36.36% for book B. The profile of questions shows that book A brings up a lot of C3 questions categories (applying), which are included in questions that do not require high reasoning in solving them. Other than that book B show that in book B there are many C4 questions categories (analyzing) which are included in questions that require high reasoning in solving them. Both books A and B do not present C5 (evaluating) and C6 (creating) questions categories that require high reasoning

History of Science in Two Recent Versions of High School Physics Textbooks in China

History of Science in Two Recent Versions of High School Physics Textbooks in China

Quantum physics content in a colombian physics textbook

The purpose of this research is to characterise how one of the most widely used physics textbooks in the southwest of Colombia deals with the rupture between classical physics and quantum physics. In order to achieve the proposed objective, a qualitative methodology with a documentary analysis approach was used. As units of analysis, we considered the spaces where the textbook makes explicit content associated with Modern Physics. Two levels of analysis were considered: the content associated with Quantum Theory and the crisis of Classical Physics in the face of the impossibility of explaining some quantum phenomena. The results indicated that the contents addressed in the textbook do not focus on the crisis of Classical Physics. Therefore, it is necessary for Colombian educators who use the book analysed to prepare and develop their classes to appropriate a Quantum Theory that allows them to overcome this limitation.

The version of STR stated in physics textbooks is incorrect, since it follows from it that radio engineering should not exist

The article explains that, since the principle of light speed non-exceedance in the version of the special theory of relativity (STR) presented in physics textbooks implies physical unreality of any imaginary numbers, then according to this version of the STR imaginary impedance of capacitors and inductors in radio engineering should also be physically unreal. Thus, resonance should not exist in linear electric circuits and creation of filters should be impossible. Consequently, this should make existence of the whole radio technology impossible. However, since radio engineering exists, the generally accepted version of the STR presented in physics textbooks for study should be recognized as incorrect.

Physics bridging the infinities

At the horizon 2050, our physics textbooks will have to be rewritten. The contributions in the first chapter of the EPS Grand Challenges explain why. Will all or many of the open questions be answered at the horizon 2050? There is justified hope, supported by a plethora of theoretical developments and experimental facilities on Earth and in space. Will new questions arise? You bet.

ФУНКЦИИ ВОПРОСОВ В УЧЕБНОМ ТЕКСТЕ (НА МАТЕРИАЛЕ ШКОЛЬНЫХ УЧЕБНИКОВ)

The article adopts a sociopragmatic approach to the study of expository text and considers it as a mode of educational interaction. The purpose of the study is to provide a sociopragmatic investigation of interrogative mood in expository texts. The material of the study is (Russian) expository texts from secondary school textbooks in Biology, Geography, History, Russian Language, Social Sciences, and Physics. By making the discourse analysis of text material and by drawing heavily on Relevance theory, the author illuminates five types of questions the textbooks include: expository questions, speculative questions, guess questions, exam questions, and rhetorical questions. The article describes four educational functions of interrogative mood in expository texts: increasing text-based interest, unfolding problem-based exposition, text structuring, and knowledge-building.

Evaluation and Research on Visual Representation of Domestic Mainstream Physical Chemistry Textbooks: Taking the Sixth Edition of “<i>Physical Chemistry</i>” by Nanjing University as an Example

Evaluation and Research on Visual Representation of Domestic Mainstream Physical Chemistry Textbooks: Taking the Sixth Edition of “<i>Physical Chemistry</i>” by Nanjing University as an Example

Question Items of Magnitude and Motion Topics in Several High School Physics Textbooks: A Cognitive Level Analysis

This study aims to analyze the percentage of cognitive achievement level questions and compare cognitive level achievement based on thinking stages (LOTs and HOTs) in physics textbooks for class X SMA for the content of magnitude and motion. This type of research is descriptive research with a case study design that is analyzed qualitatively. The source of the data in this study was a class X physics textbook on magnitude and motion. The research subjects were evaluation questions in five books, hereinafter referred to as book A, book B, book C, book D, and book E. The results of this study indicated that the highest proportion of cognitive levels used in the questions from the five physics books was C4 (analyzing). and the lowest is C6 (create). The percentage of questions for each cognitive level are: C1 (remembering) 10%, C2 (understanding) 26.85%, C3 (applying) 18%, C4 (analyzing) 51.2%, C5 (evaluating) 5.75% and C6 (create) with a percentage of 0%. This shows that the percentage of HOTS cognitive level items (56.95%) is higher than the LOTs level (43.05%). It is hoped that the results of this study will provide information to high school teachers and prospective physics teacher students to develop practice questions that are oriented towards high-level skills. Keywords: textbook analysis, HOTs, LOTs, cognitive level. Abstrak: Penelitian ini bertujuan untuk menganalisis persentase pertanyaan level capaian kognitif dan membandingkan capaian level kognitif pertanyaan berdasarkan tahapan berpikir (LOTS dan HOTS) pada buku teks fisika kelas X SMA untuk konten besaran dan gerak. Jenis Penelitian ini adalah penelitian deskriptif dengan desain studi kasus yang dianalisis secara kualitatif. Sumber data dalam penelitian ini adalah buku teks fisika kelas X materi besaran dan gerak. Subjek penelitian adalah pertanyaan evaluasi dalam lima buku, yang selanjutnya ditulis buku A, buku B, buku C, buku D, dan buku E. Hasil penelitian ini menunjukkan bahwa proporsi tingkat kognitif tertinggi yang digunakan dalam soal dari lima buku fisika adalah C4 (menganalisis) dan terendah adalah C6 (mencipta). Persentase pertanyaan untuk setiap tingkat kognitif adalah: C1 (mengingat) 10%, C2 (memahami) 26,85%, C3 (menerapkan) 18%, C4 (menganalisis) 51,2%, C5 (mengevaluasi) 5,75% dan C6 (mencipta) dengan persentase 0%. Hal ini menunjukkan bahwa persentase Tingkat kognitif HOTS soal (56,95%) lebih tinggi daripada tingkat LOTs (43,05%). Hasil penelitian ini selanjutnya diharapkan dapat memberikan informasi kepada guru-guru SMA dan mahasiswa calon guru Fisika untuk mengembangkan soal-soal Latihan yang berorientasi pada keterampilan tingkat tinggi. Kata kunci: analisis buku ajar, HOTs, LOTs, level kognitif. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1481-1492

Analysis of the Principle of Semiconductor and Diode Presented in University Physics Textbooks

Analysis of the Principle of Semiconductor and Diode Presented in University Physics Textbooks

Penggunaan Buku Ajar Fisika Berbasis Contextual Teaching and Learning (Ctl) untuk Meningkatkan Hasil Belajar & Aktivitas Siswa pada Pokok Bahasan Suhu dan Kalor

Abstract: The purpose of this study was to determine the effectiveness of the use of physics textbooks based on Contextual Teaching and Learning (CTL) to improve student physics learning outcomes on the Material of Temperature and Heat. The implementation design uses a pre-experimental design with One-Group Pretest-Posttest Design. The subjects of this research trial were all students of class XI IPA 1 SMA Negeri 5 (Model) Lubuklinggau. The n-gain test was conducted to determine how much improvement in student learning outcomes was after implementing Contextual Teaching and Learning (CTL) based physics textbooks. Data were collected by using questionnaires and test techniques. The activity of students has increased by 72.86% in the good category. The daily test results given >75% of students scored more than 70 of the seven questions given. The value of table with degrees of freedom (DK) = n-1 = 34-1 = 33 and = 0.05 count = 36.87 and table = 2.04 because count table. In conclusion, the use of the Contextual Teaching and Learning (CTL) model effectively improves students' physics learning outcomes.
 
 Keywords: Student Activities, Physics Textbooks Based on Contextual Teaching and Learning (CTL), Learning Outcomes

Actual vs textbook transformers

The current in the secondary coil of a transformer acts to oppose the flux generated by current in the primary coil, by Lenz’s law. According to most physics textbooks, the total flux is then zero, so transformers should stop working. Something is missing in the textbook accounts.

Conceptual Difficulties Encountered By Science Teacher Candidates In Static Electricity

Static electricity is an introduction to electricity in all high school and university Physics textbooks. Definitions of static electricity phenomena are not clear, including in higher education. This research was conducted to determine the fundamental difficulties that teacher candidates encounter in explaining static electricity. They conducted electrostatic experiments focusing on different electricity in the Introduction's context to Physics Laboratory Lesson. At the end of the class, the data were collected through the reports they wrote. The qualitative content analysis method was used in the analysis of the data. The convenient sample comprises 400 science teacher candidates (270 girls and 130 boys). The analysis showed that teacher candidates had significant difficulties in conceptualizing the microscopic processes - with inductive loading - that explain this phenomenon. Some observe that the different roles played by electrons in conductors and insulators pose difficulties for science teacher applicants. The findings emphasized microscopic models during macroscopic experimental processes. This may help teacher candidates to understand the role of electrons in conductors and insulators and the different mechanisms involved in electrification.

Experimental evidences for the fallacy of the STR version in the physics textbooks

The article presents experimental proofs of falsity of the generally accepted version of the SRT studied in physics textbooks and truth of its alternative version. It is explained that the practical activity of radio engineers all over the world daily proves the principle of physical reality of imaginary numbers. Therefore, the postulate of not exceeding the speed of light was refuted actually even before the creation of SRT. And very complicated and expensive experiments OPERA and ICARUS in order to disprove this postulate of STR were not really necessary and are explained only by serious deficiencies in physics education, which ignores the need for knowledge of radio engineering. It is shown that if the generally accepted version of STR was true, then our world would be very different, because there would be no television, no mobile telephony, no radar, no GPS trackers, we would know neither the physical law of Ohm in Steinmetz interpretation, nor the physical phenomenon of resonance, we would hear neither bell ringing nor piano music, in nature there would be no tsunami, no 'Indian summer' and much more. Even children’s swing wouldn’t sway after being pushed by parents. Therefore, it is concluded that the sections of physics textbooks related to relativistic physics, astronomy and astrophysics require correction.

Should we teach free-body diagrams before or after Newton’s Laws?

There are two interesting lesson sequences for teaching force and motion in high-school physics. These are teaching free-body diagrams before Newton’s laws (FbN) and teaching Newton’s laws before free-body diagrams (NbF). Both sequences were found in physics textbooks. Different authors adopted the sequence that they believe it would affect student understanding better. However, some physics experts did not agree with this. It is therefore interesting to know if we should teach with the FbN or NbF sequence. This motivates us to study the effect of such lesson sequences on student understanding of force and motion. The sample group was grade-10 students from two physics courses in 2020. One course was taught with the FbN sequence (29 students) and the other with the NbF sequence (34 students). Their understanding was evaluated by using an assessment test which consisted of three parts including (1) Newtonian concept, (2) problem solving, and (3) free-body diagrams. The result shows that for the Newtonian concept part, the average scores are 11% for the FbN and 13% for the NbF sequence. The average scores of the problem-solving part are 13% and 9% and those of the free-body diagram part are 41% and 48% for the FbN and NbF sequences, respectively. The scores of all parts between the two sequences were not significantly different. In addition, student difficulties found in all parts were similar. However, a larger number of students who could provide the equation of motion (F = ma) in the problem-solving part was found in the FbN sequence. We might conclude that teaching free-body diagrams before or after Newton’s laws did not affect student understanding in the topic of force and motion. Detail of student difficulties in both sequences will be further discussed.

ANALYSIS INDICATOR OF CRITICAL THINKING SKILLS IN PHYSICS TEXTBOOKS FOR SENIOR HIGH SCHOOL GRADE X SEMESTER 1 IN PADANG

This research aims to determine the availability of critical thinking skills indicators in physics textbooks for grade X semester one high-school physics used in Padang. This research is descriptive research with a qualitative approach. The data population in this study was all physics textbooks for Grade X semester 1 used in senior high schools in Padang. The research sample is the three physics textbooks that are most widely used in senior high schools in Padang. The data in this study were taken using critical thinking indicator analysis instruments in physics textbooks for grade X SMA with data collection techniques through documentation studies. Based on the results of the analysis of critical thinking skills indicators in the physics textbook for grade X semester 1, it was found that the physics textbook written by Marthen Kanginan published by Erlangga has the highest level of availability of critical thinking skills indicators with a percentage of 51.6% in the available category. In contrast, physics textbooks written by Aris Prasetyo Nugroho et al. and published by Mediatama have the lowest availability of critical thinking skills indicators with 29.6% with the less available category.

Content Analysis of Developed Science Textbooks (Collins) for the Tenth Grade in Jordan in View of the Constructivism Theory : تحليل محتوى كتب العلوم المطورة (كولينز) للصف العاشر الأساسي في الأردن في ضوء مبادئ النظرية البنائية

The study aimed to analyze the content of developed science textbooks (Collins) for the tenth grade in Jordan: Physics, Chemistry, Biology, and Geology and Environment. the study has used the analytical descriptive approach, for achieving the objective of the study the researcher has made a content analysis tool of the principles of constructivism theory that include the following five principles: Prior Knowledge, Knowledge Building, Change of Knowledge Structure, Confronting Situation, and Social Negotiation. The results that the percentage of the principles of the constructivism theory are as follows: Physics textbook (28.57%), Geology and Environment textbook (25.21%), Biology textbook (24.28%), and Chemistry textbook (21.84%). And the study recommended conducting more studies to identify the principles of the constructivism theory in textbooks and other academic grades.

Intertextuality in science textbooks: implications for diverse students’ learning

ABSTRACT A sociocultural perspective considers science textbooks as ‘cultural supportive tools’ with significant cultural missions. By juxtaposing symbolic, mathematical, and visual-graphical text, textbooks present the intertexts deployed by the scientific community to convey conceptual understandings in a way that no one form can. Intertextuality entails two aspects: bridging everyday knowledge with science knowledge, and intertextual links among the different modalities and representations. The aim of this research is to develop and utilise an analytic framework for analysing how intertextual relationships in science textbooks support diverse students’ learning. The framework was utilised to discern levels of intertextuality, types of content, and quality of scaffolds in a selection from grade 8 life and physical science textbooks. Intertextuality as the ensemble of different forms of text that ‘complement’ each other for conceptual learning was evident. However, these forms and representations were not explicitly connected to develop students’ competence in navigating the various modalities. Moreover, the science text displayed limited opportunities for eliciting events in students’ lives and for leveraging students’ knowledge to develop scientific explanations and disciplinary language. Findings are discussed in relation to the textbooks’ affordances for providing ‘hybrid spaces’ for students to coordinate and synthesise multiple representations and modalities for deep understandings.

Introducing Archie – A Useful Tool for Teaching Archimedes’ Principle

Archimedes’ principle has been and still is a complicated concept to understand by introductory students, especially as typically stated in physics textbooks. Take for example its statement by Bierman: “When a body is fully or partially submerged in a fluid, a buoyant force from the surrounding fluid acts on the body. The force is directed upward and has a magnitude equal to the weight of the fluid that has been displaced by the body.” The principle may seem confusing to some students when introduced using the variation of pressure between the top and bottom of an object. Such students “cannot apply Archimedes’ principle even in very simple situations.” For this reason, a 3D-printed instrument, Archie, was developed that can be used to help with the introduction of Archimedes’ principle using simple experiments and observations. This article offers an introductory description and sample measurements showing how Archie works in practice.

Integrated STEM in high school science courses: an analysis of 23 science textbooks in China

ABSTRACT Background STEM education, which features interdisplines and integration of disciplines, influences the reform of curriculum and teaching, and is reflected in Chinese science textbooks. Purpose This study aims to analyse how STEM and its integration factors are presented in Chinese science textbooks. Sample Three sets of high school science textbooks in China, encompass a set of current textbooks nationwide, a set of old national textbooks and a set of old local textbooks, totalling 23 volumes. Each set of scientific textbooks involves physics, chemistry and biology. Design and methods An evaluation framework was developed to analyse STEM and its integrated content from the distribution of STEM content, types, location, degree of closeness and teaching objectives. Content analysis method was used for STEM and its integrated content. Results The quantity of science knowledge is the largest, followed by engineering, technology, and mathematics. Physics textbooks are closely related to mathematics, while chemistry textbooks are closely connected with engineering. The STEM integration is more of an integration involving two subjects, which appears in the text most frequently. Conclusion Although different Chinese science textbooks covered STEM content and its integrated elements, there were differences in publishers and disciplines. The new ideas of science education and curriculum reform can be embodied in science textbooks to update the content.

Content Analysis of Photoelectric Effect Presented in high School Physics Textbooks

Content Analysis of Photoelectric Effect Presented in high School Physics Textbooks