Physics Textbooks Research Articles

Construcción conceptual en física a través de métodos didácticos inductivos

This contribution shows the development and evaluation of an educational process withmathematics teachers in training, focused on the use of teaching strategies with inductive characteristics, in Mathematics and Physics subject of the Bachelor’s Degree in Mathematics Teaching at the University of Colima, Mexico. The experience includes 19 students, who have had disciplinary training in mathematics and master the procedural knowledge and algebraic language involved in Physics at the basic levels, but they had had little access to conceptual knowledge of both classical physics and modern physics. With this principle, the course focused on reflection and problem solving. From this logic, the proposal included searching for both the procedural and conceptualdomain, this second one is the central objective of this research. The inductive methods included theuse of audiovisual materials and readings, that go more in the order of dissemination. The results of their work show that, without omitting a more traditional training process, such as problem-solving or classic physics textbooks, the incorporation of inductive strategies focused on the particularities of concepts like “motion” or “light” allows for a deeper understanding of fundamental principles,serving as a functional complement for a more comprehensive understanding.

Interpretation of the Calculation Problem of Power Loss in Long-distance Transmission Lines——Starting from the Serious Errors in Calculation Methods in High School Physics Textbooks

This article points out the erroneous calculations of power loss and voltage loss in long-distance transmission lines in high school physics textbooks; Based on the basic circuit structure of long-distance power transmission, provide a series of correct functional relationships between power transmission power, line loss power and loss voltage, transmission line current and transformer ratio, load resistance, transmission line resistance, and the relationship between power supply voltage and transmission voltage, and discuss related issues based on these functional relationships.

The Relation of Physics Teaching Materials to Higher Education Objectives

This study examines the dominance of the positivistic perspective in science education at universities, which often separates natural science from faith-based values. To bridge this gap, developing a Physics textbook that integrates a faith-based approach becomes crucial. This learning resource aims to teach Physics scientifically while connecting it with students' spiritual values. The research explores the alignment of university Physics education with broader educational goals, employing qualitative methods including literature reviews and textbook analysis. Findings reveal that most Physics textbooks lack integration of spiritual and faith-based values. Consequently, this study proposes a concept for interdisciplinary Physics teaching materials that harmoniously integrate scientific and faith-based values. It also includes discussions on Islamic epistemology, addressing recognised sources and methods of knowledge in Islam, fostering graduates proficient in Physics with strong faith foundations

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.

How scientific literacy is conceptualized in tasks from junior secondary physics textbooks

ABSTRACT This study examined how scientific literacy had been conceptualised in textbook tasks based on the PISA 2018 science framework. Specifically, a total of 3888 tasks from four versions of Chinese junior secondary physics textbooks were coded on the three PISA dimensions of competencies, knowledge, and contexts. It was found that about 70% of tasks were de-contextualized and those tasks involving real contexts focused on content related to the frontiers of science and technology. More significantly, tasks testing ‘explaining scientific phenomena’ were predominant while those involving ‘interpret data and evidence scientifically’ and especially ‘evaluate and design scientific enquiry’ competencies were rare. Tasks requiring content knowledge were also overemphasised whereas the use of epistemic knowledge was downplayed. It therefore appeared that tasks in these physics textbooks emphasised the recall, understanding and verification of scientific knowledge. More meaningful task contexts related to sustainable development should be designed to develop students’ epistemic knowledge as well as promote their understanding of the nature of scientific inquiry are among the implications from this study.

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.

The Ether Concept from Spanish Physics Textbooks (1840–1950)

AbstractThe presence of the ether concept in the contents of 73 Spanish physics textbooks (secondary and first course university level) published in the period 1840–1950 is studied. The textbooks are a specially interesting learning tool in the Spanish society of this period, due to the rural character of the country, the capacity of the textbooks for frequent and repeated use as well as for dissemination over the entire state. Particularly, the content about heat, light and electricity is investigated. Whether the concept of ether appears in the general principles of the textbooks or not is also studied. Moreover, the work considers the evolution of the concept of ether by decades, showing different examples of how the ether was used to explain different physics phenomena. Furthermore, the social and historical context in which the textbooks were developed is discussed in detail. Outstanding amongst the different conclusions that are drawn is the disappearance of the concept of the ether during the third and fourth decades of the twentieth century.

Gender stereotypes in the physical education textbook

Gender stereotypes in media, including books, can play an important role in the process of gender identity construction. The purpose of this study is to analyze gender representation in Elementary School Physical Education, Sports and Health textbooks. The analysis was conducted by tabulating images and looking at the appearance of gender characters in the text in the elementary physical education books from grade one to grade six. Visibility and Firstness refer to the number of times a male or female character appears first in an exercise. Gender stereotypes (such as female characters doing rope games, male characters playing big ball games) were counted. Based on this data, it can be seen that in classes 1,2,4,5 and 6 there are more male images than female, only in class 3 there are more female images than male. Furthermore, the results of Gender Stereotyping data show that males are more dominant in Floor Gymnastics, Water Sports, Physical Fitness Activities, Invasion Games, Net Games, Maintenance of Reproductive Hygiene, Pencak Silat Martial Arts, and Athletics. In contrast gymnastics materials and Rhythmic Gymnastics Activities are dominated by women. Such stereotypes are considered as one of the ways in which gender identity is influenced and constructed. They can limit individuals' choices in relation to their roles, interests and aspirations, as individuals tend to conform to what is perceived as the gender norm in society.

Systematic Assessment of Student Autonomy in Science Process Skills: 9th Grade Physics Curriculum and Textbook Analysis

This study aimed to determine how well a physics textbook aligns with the curriculum -the first skill-oriented one in Türkiye- regarding science process skills and student autonomy. A content analysis of both the curriculum and the textbook was conducted using the Science Process Skills Inventory. Findings revealed that the 9th grade physics curriculum emphasized skills such as “collecting and interpreting data”, “communicating”, “measuring”, and “experimenting” while it neglected “observing”, “predicting”, and “inferring”. The curriculum aimed to develop these skills by encouraging students to plan and take responsibility for their learning activities. The content analysis showed that the physics textbook primarily focused on “collecting and interpreting data”, and “measuring” with frequent emphasis on “observing”, “classifying”, “inferring”, and “modeling”. However, it largely ignored “hypothesizing”, and “defining and controlling variables”. The skills were presented in highly structured activities, limiting student autonomy. The results indicated an alignment between the curriculum and the textbook in the inclusion of “collecting and interpreting data”, “measuring”, and “communicating”. However, there was a notable inconsistency in the level of openness. While the curriculum expected students to engage in designing scientific activities, the textbook provided step-by-step procedures that restricted student autonomy to create their scientific processes.

Comparative Evaluation of Socioscientific Issues in Secondary Physics Curriculum and Textbooks

Comparative Evaluation of Socioscientific Issues in Secondary Physics Curriculum and Textbooks

«ОПТИКА» БӨЛІМІ БОЙЫНША ЭЛЕКТРОНДЫҚ ОҚУЛЫҚТАРДЫҢ ЗАМАНУИ БІЛІМ БЕРУ ҚҰРАЛЫ РЕТІНДЕ РӨЛІ

The article examines the effectiveness and role of the use of electronic textbooks in the education system. And, including in the section «Optics», optical phenomena and patterns are taken as a basis. The creation of electronic textbooks is one of the most pressing problems of the educational process today. The expansion of the use of modern information technologies has led to the need to develop electronic learning tools that increase the effectiveness of self-learning and the quality of learning for students. The use of electronic means in the learning process is effective for both the teacher and the student. The use of electronic learning tools in the educational process does not contradict the traditional teaching method, but rather complements the use of its achievements. Comparison parameters are also considered: page and rotation; reader's movement through the book; plane and depth; book block; personal appearance of the book; text; illustration; tactile sensations; reliability of information storage and accessible information update; one can say about the pros and cons of this and other types of books. The advantages of an electronic textbook in terms of printing are accompanied only by sound effects associated with its large information capacity and ease of use. With all the convenience of the e-book format, the reader may want to see it directly on the site if he does not want to download it, or, as in a bookstore, first view the publication and then decide whether to download it or not. The main disadvantages of the electronic textbook are due to its loss of personal artistic appearance. Currently, there are many tools for creating electronic textbooks. For example, the possibilities of the program SunRav BookEditor, SunRav BookReader, TurboSite, Flipsnack, EdApp, Canva, etc. are considered. In the article, we will define the role of analyzing the digital literacy of students using an electronic textbook. Examples of electronic forms of a physics textbook for grades 7-9 can be given.

Analiza comparată a curriculumului și a manualelor de fizică pentru clasa a VII-a din România, Rusia și Republica Moldova din punctul de vedere al susținerii conceptului de competențe de învățare pe tot parcursul vieții

In this paper, the lifelong learning competencies supported by physics textbooks for the 7th grade from Romania, Russia, and the Republic of Moldova were studied. Additionally, it was investigated whether there is any discrepancy between the competency units declared in the curriculum and the content and structure of the textbooks. A comparative analysis was conducted on Unit 2 “Mechanical Phenomena. Interactionsˮ from the Romanian textbook, Chapter 2 “Interaction of Bodiesˮ from the Russian textbook, and Chapter 2 “Interactionsˮ from the Moldovan textbook. It was found that the Romanian textbook emphasizes the development of technological skills and critical and analytical thinking through the conduct and analysis of experiment results within each lesson, as well as problem-solving skills by examining complex real-world situations. However, the Romanian curriculum lacks specific competency units for the learning unit. The Russian textbook is distinguished by a clear, structured, and concise presentation of the material, and the Russian curriculum includes a short list of cognitive objectives that fully reflect the constructivist nature of learning. It was established that the Moldovan textbook supports autonomous learning, problem-solving, and technological skills, corresponding in such a way to the curriculum.

A Picture Paints a Thousand Words: Perspectives of the Use of Images and Videos of Physical Findings in Virtual OSCE Teaching Sessions.

The COVID-19 pandemic has resulted in medical students' education being disrupted and a new direction of learning towards the online classroom, with students frequently learning to identify clinical signs via online conferencing platforms. Given this shift in student study techniques in the pandemic and post-pandemic era, we set out to analyse the confidence levels of students recognizing clinical signs in patients and the opinions and patterns of resources students would use to build up the knowledge and confidence for their future clinical practice. OSCEazy, a student-led medical education organisation, delivered an online teaching session and disseminated a questionnaire containing ten-point Likert scales, multiple-choice questions and free text options. The majority (over 75%) of respondents reported using digital resources to learn physical examinations. Most respondents were somewhat confident with recognising clinical signs during physical examinations (Median 7, IQR 6-8). Kruskal-Wallis H-test on students' impression of the quality of current OSCE materials showed a statistically significant difference between cohorts (X2(2) = 14.209, p = 0.014). A large proportion of students (98.41%) agreed that an online resources bank would be beneficial for their learning. Wilcoxon rank test showed a statistically significant preference for learning physical examinations using clinical images rather than videos (p = 0.014). A 29% of respondents mentioned the use of physical textbooks as a resource, while online platforms such as OSCE revision websites, YouTube and Google Images had become the mainstream platforms. The findings reported here suggest that there needs to be a greater emphasis on providing online image-based resources to support medical students in learning clinical signs. A resource containing these clinical signs would prove to be of benefit for students to access high-quality self-directed learning to identify and verify clinical signs.

Circular motion of a charged particle on the inner surface of a frictionless cone under the influence of an electric field due to an electric dipole

A common problem provided in elementary physics textbooks is the analysis of the circular motion of a point-like particle affected by a gravitational field on the frictionless inner surface of an inverted cone. In this research, we study the motion of a charged particle on the same surface subject to an electric field generated by an electric dipole placed at the bottom of the cone. We study negatively and positively charged particles and analyse the dynamics of both. We calculate the physical quantities such as speed, angular velocity, angular momentum, and mechanical energy. Furthermore, we determine all possible distances travelled by the particles measured from the dipole. We also discuss the stability of the circular orbit using the effective potential. Finally, we consider the particle’s motion on a generic surface formed by the revolution of the curve ρz around the vertical axis. We determine the differential equation of ρz , in which the kinematic variables including speed v, angular velocity ω, and angular momentum L are constant.

ANALYSIS OF THE QUALITY OF PHYSICS TEXTBOOKS IN THE 2013 CURRICULUM AND THE INDEPENDENT CURRICULUM

Similar things have also been done to support the implementation of the previous curriculum, namely the School Unit Level Curriculum and the 2023 Curriculum. This study aims to compare the quality of physics textbooks recognized by the Government in the 2013 Curriculum and the Independent Curriculum. The textbooks used as samples in this study are the 11th grade physics textbooks based on the 2013 Curriculum written by Sunardi, Paramitha Retno P., and Andreas B. Dermawan in 2016 published by Yrama Widya and the physics textbooks based on the Independent Curriculum written by Marianna Magdalena Radjawane, Alvius Tinambunan and, Suntar Jono in 2022 published by the Ministry of Education, Culture, Research, and Technology. This study uses a qualitative research approach, through literature studies. Data collection was carried out by tracing various library sources related to physics teaching materials for class XI semester I. Data processing was carried out using a comparative descriptive method which includes the method of presenting material, depth of material, novelty of content and evaluation instruments. From the results of the analysis, it was found that the physics textbook for class XI of the 2013 curriculum had better quality compared to the physics textbook for class XI of the Merdeka Curriculum both in terms of indicators of material presentation, depth of material, novelty of content and evaluation instruments.

When Nature of Science Meets Quantum Physics: Insights from NOS Representation in Chinese Physics Textbooks

When Nature of Science Meets Quantum Physics: Insights from NOS Representation in Chinese Physics Textbooks

Landau levels for charged particles with anisotropic mass

The problem of the two-dimensional motion of a charged particle with constant mass in the presence of a uniform constant perpendicular magnetic field features in several undergraduate and graduate quantum physics textbooks. This problem is very important to studies of two-dimensional materials that manifest quantum Hall behavior, as evidenced by several major discoveries over the last few years. Many real experimental samples are more complicated due to the anisotropic mass of the electrons. In this work, we provide the exact solution to this problem by means of a clever scaling of coordinates. Calculations are done for a symmetric gauge of the magnetic field. This study allows a broad audience of students and teachers to understand the mathematical techniques that lead to the solution of this quantum problem.

MEREFLEKSIKAN NILAI ISLAMI MELALUI PENGEMBANGAN METERI FISIKA DI ACEH

The aim of this research is to develop a Physics textbook at the upper secondary level that reflects the values of Islamic education. The development of this physics book is also enrichment material using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) approach model. In developing the learning materials, 5 physics teachers were involved for five high schools in Aceh Besar, where 10 students were taken per school for a total of 50 students. At the analysis stage, researchers use self-evaluation to ensure the feasibility of the analysis. Apart from that, prototype II was also developed in the form of several chapters involving one religious lecturer. Furthermore, these chapters were tested directly on all students to see the students' cognitive and behavioral mastery over the centuries and whether their attitudes reflected correct Islamic values and were in accordance with the religious demands of being a Muslim. The results of the research show that: (1) the development of Islamic-based physics material can build students' cognitive and affective domains which are characterized by good behavior and mutual respect, (2) Physics books with an Islamic character curriculum make students appear polite and confident, (3) Teachers as curriculum developers and implementers feel responsible for taking anticipatory steps so that physics books in schools can truly reflect Islamic values as a whole, both in terms of validity and practicality.

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.

How to Promote the Ability of Physics Teaching Materials Development through Team-Based Project Learning? An Action Research Evidence

This action research study investigates the use of team-based project learning to enhance the pedagogical competence of pre-service physics teachers, specifically focusing on their capacity to develop physics teaching materials. The study employed a five-stage strategy, which included the following steps: first action, observation, reinforcement, second action, and assessment. These phases formed a cycle of action research in a pedagogical course within the undergraduate program of physics education, specifically focused on teaching material development. Observation, assignments, product assessment sheets, and interviews were utilized to obtain data. The obtained data consists of quantitative data, namely performance value data related to both the process and product, as well as qualitative data in the form of interview findings. The findings indicate that 96% of pre-service teachers who engaged in material development courses through project activities had highly satisfactory marks, namely within the A- and A categories. This study emphasizes the significance of fostering efficient pedagogical techniques among prospective educators and provides data from an action research investigation. Furthermore, this research also assists in the preparation of pre-service physics instructors who possess the necessary skills to create physics textbooks. Participating in collaborative project activities allows pre-service physics teachers to gain essential skills, knowledge, and practical experiences that will prepare them for their future positions in the classroom.