Applying cognitive developmental psychology to middle school physics learning: The rule assessment method

2013 ◽  
Author(s):  
Nicole R. Hallinen ◽  
Min Chi ◽  
Doris B. Chin ◽  
Joe Prempeh ◽  
Kristen P. Blair ◽  
...  
Keyword(s):  
Middle School ◽  
Developmental Psychology ◽  
Assessment Method ◽  
Physics Learning ◽  
Middle School Physics

scholarly journals Middle School Physics Experiment Teaching Within “Internet Plus”: From the Status Quo to Implications

2021 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Yi Chen
Keyword(s):  
Middle School ◽  
Flipped Classroom ◽  
New Physics ◽  
Physics Teaching ◽  
Teaching Mode ◽  
Network Teaching ◽  
The Status ◽  
Traditional Mode ◽  
Physics Experiment ◽  
Middle School Physics

Middle school physics experiment is a significant basic course with extensive content and strong practicability. This course has high requirements for students to master and understand the background and basic principles of various physical experiments, as well as the working principles and the use of various experimental devices. Based on the importance of physics experiment teaching and the limitations of the traditional experiment teaching mode, this paper first reviews the traditional mode in the context of the Internet and puts forward the new physics experiment teaching mode within "Internet Plus" in the new era, including theoretical guidance of constructing the experimental teaching mode, the innovation of teaching methods and examination methods, and the prospect of promoting the development of education industry. At the same time, this paper puts forward the network teaching platform system that can implement the new physics experiment teaching, including exercises, flipped classroom, and Massive Open Online Courses (MOOC), and discusses them separately, hoping to provide research reference for middle school physics teaching and research in the future.

Individual Differences in Middle School and College Students’ Texting

2016 ◽  
Vol 60 (1) ◽  
pp. 1215-1219 ◽  
Author(s):  
Bradford L. Schroeder ◽  
Daphne E. Whitmer ◽  
Shannon K. T. Bailey ◽  
Valerie K. Sims
Keyword(s):  
College Students ◽  
Middle School ◽  
Individual Differences ◽  
Technology Use ◽  
Developmental Psychology ◽  
School Students ◽  
Middle Schoolers ◽  
The Social ◽  
Primary Focus ◽  
Insight Into

The present study surveyed a sample of middle school students on their technology habits, with a primary focus on texting behaviors. A secondary sample of college students was surveyed as a comparison group to examine individual differences in texting behaviors. Results indicate that college students text more frequently than middle schoolers; however, college students’ texting behaviors decrease in frequency as they get older, whereas middle schoolers’ texting behaviors increase in frequency. Females also generally reported texting more frequently than males. Extraversion was found to be predictive of texting in the middle school sample, but both Extraversion and Neuroticism were found to be predictive of texting in the college sample. Results are discussed in the context of previous research and with respect to human factors and developmental psychology, such that the study of technology use could offer insight into the social development of adolescents and young adults.

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