Physics Education最新文献_第3页

Arduino-supported kinematics measurements Arduino 支持的运动学测量

Physics Education Pub Date : 2024-08-13 DOI: 10.1088/1361-6552/ad672a

Dorottya Schnider, Mihály Hömöstrei

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Recompressing a freely-expanded ideal gas and violating the second law of thermodynamics 重新压缩自由膨胀的理想气体并违反热力学第二定律

Physics Education Pub Date : 2024-08-13 DOI: 10.1088/1361-6552/ad6728

B Cameron Reed

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Rethinking introductory physics: an approach for improving student persistence and performance by removing the calculus prerequisite 反思物理入门课程：通过取消微积分先修课程提高学生坚持率和学习成绩的方法

Physics Education Pub Date : 2024-08-13 DOI: 10.1088/1361-6552/ad6968

A M Capece, A J Richards

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Advanced physics transposition (APT): a new name for a not-so-new field of research 高级物理换位（APT）：一个不算新的研究领域的新名称

Physics Education Pub Date : 2024-08-13 DOI: 10.1088/1361-6552/ad673c

Jorge Pinochet

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Determination of refractive index of liquids using a machine vision sensor and a programmable device 利用机器视觉传感器和可编程设备测定液体折射率

Physics Education Pub Date : 2024-08-13 DOI: 10.1088/1361-6552/ad6729

Uriel Rivera-Ortega

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Airborne car on a hill 山坡上的空中汽车

Physics Education Pub Date : 2024-08-09 DOI: 10.1088/1361-6552/ad673d

R. Cross

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Dimensional analysis and logarithmic functions 维度分析和对数函数

Physics Education Pub Date : 2024-08-09 DOI: 10.1088/1361-6552/ad682b

Jeffrey Bierman, Eric Kincanon

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Synergizing teacher collaboration to foster active learning strategies, student engagement and achievement in physics: a unified analysis across nine countries 协同教师合作，促进主动学习策略、学生参与和物理成绩：对九个国家的统一分析

Physics Education Pub Date : 2024-07-30 DOI: 10.1088/1361-6552/ad61b1

Pongprapan Pongsophon

{"title":"Synergizing teacher collaboration to foster active learning strategies, student engagement and achievement in physics: a unified analysis across nine countries","authors":"Pongprapan Pongsophon","doi":"10.1088/1361-6552/ad61b1","DOIUrl":"https://doi.org/10.1088/1361-6552/ad61b1","url":null,"abstract":"This investigation explores the nexus between professional teacher collaboration, active learning methodologies, teaching promoting student engagement in physics classes and physics achievement. Leveraging Trends in International Mathematics and Science Study Advanced 2015 data from 1729 physics instructors across nine countries, it probes the extent to which collaborative practices among teachers influence their teaching to enhance active learning and engagement. Analytical techniques include Spearman correlations, confirmatory factor analysis, and structural equation modeling. Results reveal a robust model, confirmed by a Comparative Fit Index of 0.989 and Tucker–Lewis Index of 0.988, suggesting a good fit with the empirical data, alongside a Root Mean Square Error of Approximation of 0.053. The analysis demonstrates that teacher collaboration (‘Collab’) significantly predicts active learning (‘Active’) with a notable effect (<italic toggle=\"yes\">β</italic> = 0.344, <italic toggle=\"yes\">p</italic> < 0.001), which in turn significantly enhances student engagement (‘Engage’) (<italic toggle=\"yes\">β</italic> = 0.438, <italic toggle=\"yes\">p</italic> < 0.001). Additionally, ‘Engage’ is also directly influenced by ‘Collab’ (<italic toggle=\"yes\">β</italic> = 0.174, <italic toggle=\"yes\">p</italic> < 0.001). Although the relationship between ‘Collab’ and physics achievement (‘Physics’) is weaker, it remains significant (<italic toggle=\"yes\">β</italic> = 0.063, <italic toggle=\"yes\">p</italic> = 0.019). These findings support the enhancement of teacher collaboration as a catalyst for active learning and student engagement, which could indirectly foster improvements in physics achievement globally.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Physics card games to support knowledge organization: design considerations and teachers’ attitudes 支持知识组织的物理卡片游戏：设计考虑因素和教师的态度

Physics Education Pub Date : 2024-07-30 DOI: 10.1088/1361-6552/ad61b2

Smadar Levy, David Perl-Nussbaum, Edit Yerushalmi

{"title":"Physics card games to support knowledge organization: design considerations and teachers’ attitudes","authors":"Smadar Levy, David Perl-Nussbaum, Edit Yerushalmi","doi":"10.1088/1361-6552/ad61b2","DOIUrl":"https://doi.org/10.1088/1361-6552/ad61b2","url":null,"abstract":"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 <italic toggle=\"yes\">Phys-Cards</italic> games, designed as a summative hands-on activity that highlights physics concepts through a ‘contrast and compare’ task in a game context. The <italic toggle=\"yes\">Phys-Cards</italic> 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 <italic toggle=\"yes\">Phys-Cards</italic> 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.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Male bias in science and ways to counter it: gender imbalance of images in a science textbook in Irish secondary education 科学中的男性偏见及消除偏见的方法：爱尔兰中学科学教科书中的图像性别失衡问题

Physics Education Pub Date : 2024-07-30 DOI: 10.1088/1361-6552/ad6388

Yurgos Politis

{"title":"Male bias in science and ways to counter it: gender imbalance of images in a science textbook in Irish secondary education","authors":"Yurgos Politis","doi":"10.1088/1361-6552/ad6388","DOIUrl":"https://doi.org/10.1088/1361-6552/ad6388","url":null,"abstract":"There has been a steady decline of student take-up of physics as a Leaving Certificate subject, from 19% in 1991 to 13.6% in 2021. This comes in the backdrop of a projected increase in the international demand for STEM workers, which makes STEM education the bedrock for securing Ireland’s economic future. The gender bias in science textbooks is well documented and enduring. The lack of female representation in science textbooks’ images is exacerbated by the scarcity of female figures that would be broadly accepted as role models. This paper examines the gender balance of a science textbook used widely in the Irish junior cycle. For this purpose, the Gender Bias 14 Tool was chosen as the data collection instrument, which was developed by Parkin and Mackenzie. A clear majority of the 38 chapters of the book contain more images/illustrations with male than female figures, more images/illustrations that improve the image of men and more images/illustrations of male role models. Potential interventions are outlined including working closely with publishers to include more women in the textbook’s images, especially important and influential female figures, and working with teachers to help them enhance teaching with supplementary material that include more female representation through images.","PeriodicalId":39773,"journal":{"name":"Physics Education","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0