arXiv - PHYS - Physics Education最新文献_第6页

Teaching Quantum Informatics at School: Computer Science Principles and Standards 学校量子信息学教学：计算机科学原理与标准

arXiv - PHYS - Physics Education Pub Date : 2024-07-17 DOI: arxiv-2407.12340

Giulia Paparo, Regina Finsterhoelzl, Bettina Waldvogel, Mareen Grillenberger

引用次数: 0

Undergraduate setup for measuring the Bell inequalities and performing Quantum State Tomography 用于测量贝尔不等式和执行量子态层析成像的本科生装置

arXiv - PHYS - Physics Education Pub Date : 2024-07-16 DOI: arxiv-2407.11570

Raul Lahoz Sanz, Lidia Lozano Martín, Adrià Brú i Cortés, Martí Duocastella, Jose M. Gómez Cama, Bruno Juliá-Díaz

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Connecting research in physics education, curriculum decisions and teaching practices 将物理教育研究、课程决策和教学实践联系起来

arXiv - PHYS - Physics Education Pub Date : 2024-07-15 DOI: arxiv-2407.10674

J Guisasola, J Ametller, D Baccino, M Carli, S Kapon, A C Marti, M Monteiro, O Pantano, T Peer, P Sarriugarte, M Schvartzer, A Suárez, K Zuza

引用次数: 0

Perspectives from Physics Graduate Students on Their Experiences in NSF Research Experiences for Undergraduates 物理研究生对参加国家自然科学基金（NSF）本科生研究经历的看法

arXiv - PHYS - Physics Education Pub Date : 2024-07-15 DOI: arxiv-2407.10875

Jonan-Rohi S. Plueger, Bethany R. Wilcox

{"title":"Perspectives from Physics Graduate Students on Their Experiences in NSF Research Experiences for Undergraduates","authors":"Jonan-Rohi S. Plueger, Bethany R. Wilcox","doi":"arxiv-2407.10875","DOIUrl":"https://doi.org/arxiv-2407.10875","url":null,"abstract":"National Science Foundation (NSF) funded Research Experiences for\u0000Undergraduates (REUs) are explicitly intended to reach minoritized students in\u0000STEM and those who have few research opportunities. Many undergraduates are\u0000encouraged to seek them out, but their actual efficacy is not well-established,\u0000and the out-of-state travel required for many attendees may prove a significant\u0000barrier for the very students REUs wish to reach. We interviewed physics\u0000graduate students who attended REUs as undergrauates, focusing on how the REUs\u0000benefitted them, barriers they faced attending REUs, and their relationship\u0000with their REU mentors. Interviewees reported benefits that aligned with the\u0000NSF goals: skills, enculturation, and knowledge they had not received in their\u0000undergraduate institutions. They also reported financial barriers they faced\u0000which they were able to overcome due to their financial privilege. Participants\u0000also reported widely varying experiences with their mentors. Some mentors did\u0000and some did not meet their mentees where they were at in their career and\u0000skill levels. Some students did not know how to approach their mentors with\u0000their questions or needs.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141717992","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

Magnetic field of a linear octupole 线性八极的磁场

arXiv - PHYS - Physics Education Pub Date : 2024-07-15 DOI: arxiv-2407.18958

E. Arribas, I. Escobar, R. Ramirez-Vazquez, A. C. Marti, M. Monteiro, C. Stari, A. Belendez

引用次数: 0

Juegos Serios: Matematizando la Fisica de forma Ludica 严肃游戏：以游戏的方式将物理数学化

arXiv - PHYS - Physics Education Pub Date : 2024-07-14 DOI: arxiv-2407.10057

Alberto Pacheco

引用次数: 0

Chemically active droplets 化学活性液滴

arXiv - PHYS - Physics Education Pub Date : 2024-07-13 DOI: arxiv-2407.09859

David Zwicker

引用次数: 0

Development of a global landscape of undergraduate physics laboratory courses 开发本科物理实验课程的全球景观

arXiv - PHYS - Physics Education Pub Date : 2024-07-12 DOI: arxiv-2407.09712

Gayle Geschwind, Micol Alemani, Michael F. J. Fox, P. S. W. M. Logman, Eugenio Tufino, H. J. Lewandowski

{"title":"Development of a global landscape of undergraduate physics laboratory courses","authors":"Gayle Geschwind, Micol Alemani, Michael F. J. Fox, P. S. W. M. Logman, Eugenio Tufino, H. J. Lewandowski","doi":"arxiv-2407.09712","DOIUrl":"https://doi.org/arxiv-2407.09712","url":null,"abstract":"Physics Education Research (PER) is a global endeavour, with a wealth of work\u0000performed at a variety of institutions worldwide. However, results from\u0000research into undergraduate physics laboratory courses is often difficult to\u0000compare due to the broad variations in courses. We have created a survey to\u0000help classify these courses to compare and contrast them, which will be useful\u0000in two key endeavours: comparisons between PER studies and providing useful\u0000data for individual instructors hoping to improve their courses, thus providing\u0000information relevant to both researchers and instructors. While we are still in\u0000the process of collecting sufficient data to create a full taxonomy of\u0000laboratory courses, we present here details of the survey creation itself, as\u0000well as a first look at the data collected, which includes a broad landscape of\u0000lab courses in 41 countries. We used both quantitative and qualitative methods\u0000in analyzing the data collected. Some of these results include similarities\u0000between courses, such as students often using pre-constructed apparatuses and\u0000that instructors hope for students to learn technical skills. We also find\u0000differences in courses, such as in the number and types of goals of the course,\u0000as well as the activities students participate in.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141717997","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

Enhance students learning outcomes by redesigning individual learning activities into group activities for introductory level Physics courses 将个人学习活动重新设计为物理入门级课程的小组活动，从而提高学生的学习成果

arXiv - PHYS - Physics Education Pub Date : 2024-07-12 DOI: arxiv-2407.09330

Kalani Hettiarachchilage, Neel Haldolaarachchige

{"title":"Enhance students learning outcomes by redesigning individual learning activities into group activities for introductory level Physics courses","authors":"Kalani Hettiarachchilage, Neel Haldolaarachchige","doi":"arxiv-2407.09330","DOIUrl":"https://doi.org/arxiv-2407.09330","url":null,"abstract":"The evolution of science education is a dynamic process driven by advances in\u0000pedagogy, technology, and especially, our understanding of how students learn.\u0000Educators are exploring innovative teaching and learning methodologies such as\u0000active learning, incorporated technology, interdisciplinary approach, flipped\u0000classrooms, personalized teaching, and many more. The goal of all these\u0000evolving methodologies is to empower students with not only a strong foundation\u0000in scientific knowledge but also with the skills and mindset required to thrive\u0000in the future world. By adopting these innovative approaches, educators can\u0000help students become effective problem solvers, critical thinkers, and life\u0000learning citizens. Our focus is redesigning individual student learning\u0000activities into group learning activities that will benefit various ways of\u0000education by building each others support, connection, and communication.\u0000Unloading individual homework and loading in-class group work during a\u0000synchronous classroom setting will benefit all levels of learnings effectively.\u0000Assigning most of the classwork to be completed during class time has potential\u0000benefits since students are more likely to be engaged and focused individually\u0000and jointly by sharing and communicating subject matter effectively. We are\u0000discussing how to facilitate the group work effectively by creating group\u0000assignments for personalized classrooms, setting specific rules and class\u0000ethics to follow for the best learning practice, imposing a list of roles to\u0000each group member, introducing a list of ground rules related to justice,\u0000equity, and diversity inclusion (JDEI) within the group. The students\u0000performances, progress and effectiveness are analyzed and compared.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141717994","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

The Honorific Effect: Exploring the Impact of Japanese Linguistic Formalities on AI-Generated Physics Explanations 荣誉效应：探索日语语言形式对人工智能生成的物理解释的影响

arXiv - PHYS - Physics Education Pub Date : 2024-07-12 DOI: arxiv-2407.13787

Keisuke Sato

{"title":"The Honorific Effect: Exploring the Impact of Japanese Linguistic Formalities on AI-Generated Physics Explanations","authors":"Keisuke Sato","doi":"arxiv-2407.13787","DOIUrl":"https://doi.org/arxiv-2407.13787","url":null,"abstract":"This study investigates the influence of Japanese honorifics on the responses\u0000of large language models (LLMs) when explaining the law of conservation of\u0000momentum. We analyzed the outputs of six state-of-the-art AI models, including\u0000variations of ChatGPT, Coral, and Gemini, using 14 different honorific forms.\u0000Our findings reveal that honorifics significantly affect the quality,\u0000consistency, and formality of AI-generated responses, demonstrating LLMs'\u0000ability to interpret and adapt to social context cues embedded in language.\u0000Notable variations were observed across different models, with some emphasizing\u0000historical context and derivations, while others focused on intuitive\u0000explanations. The study highlights the potential for using honorifics to adjust\u0000the depth and complexity of AI-generated explanations in educational contexts.\u0000Furthermore, the responsiveness of AI models to cultural linguistic elements\u0000underscores the importance of considering cultural factors in AI development\u0000for educational applications. These results open new avenues for research in\u0000AI-assisted education and cultural adaptation in AI systems, with significant\u0000implications for personalizing learning experiences and developing culturally\u0000sensitive AI tools for global education.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141745557","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