scholarly journals Foregrounding epistemology and everyday intuitions in a quantum physics course for nonscience majors

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Michael C. Wittmann ◽  
Jeffrey T. Morgan
Keyword(s):  
Quantum Physics ◽  
Nonscience Majors ◽  
Physics Course

Distribution of Various Types of Educational Information in the School Physics Course

2021 ◽  
pp. 17-22
Author(s):  
Robert Mayer
Keyword(s):  
Quantum Physics ◽  
Physics Teaching ◽  
Training Material ◽  
Amount Of Information ◽  
Modern Physics ◽  
Volume Unit ◽  
Physics Course ◽  
Information Amount ◽  
Integral Complexity ◽  
Educational Information

The modern physics course appeared as a result of a long-term evolution of the physics teaching methods. The model of the school course is textbooks; they reflect the fundamental laws of cognition of the surrounding world and methodological ideas, therefore the problem of studying the distribution of various types of training material in the physics course is relevant. The article uses previously obtained estimates of the differential complexity of various topics of the school physics course. This takes into account: 1) the differential complexity of the text, depending on the information amount in the volume unit, on which the difficulty of understanding it by the student depends; 2) the integral complexity (general informativeness), which characterizes the total amount of information in the text; the amount of time and effort required to study training material depends on it; 3) the share of educational information related to mechanics, molecular physics and thermodynamics, electrodynamics, optics and quantum physics. It also took into account the fact that physical and mathematical complexity are independent characteristics of the physics textbooks. The carried out content analysis of standard school textbooks made it possible to determine the integral complexity of each topic and build a graph with an accumulation that shows the dynamics of changes in the contribution of each physics section to the total information amount over time. In particular, it follows from the graph that: 1) the speed of transmission of educational information in the 10-11th grades is 5 times higher than in the 7-9th grades; 2) the amount of information on physics reported to a student by the end of the 11th grade is 4,4 times more than the amount of information reported in the 7th, 8th and 9th grades.

scholarly journals A Graduate Quantum Physics Course Using ICT

2018 ◽  
Vol 66 (2) ◽  
pp. 2_69-2_72
Author(s):  
Hideomi TOTSUKA ◽  
Rieko FUJII ◽  
Kiyomitsu SUZUKI
Keyword(s):  
Quantum Physics ◽  
Physics Course

scholarly journals Instructional Design for Student Learning on Quantum Tunneling

2012 ◽  
Vol 3 ◽  
pp. 27-34
Author(s):  
Shova Kanta Lamichhane
Keyword(s):  
Problem Solving ◽  
Quantum Tunneling ◽  
Study Skills ◽  
Quantum Physics ◽  
Wave Functions ◽  
Problem Solving Skills ◽  
Physical Systems ◽  
Physics Courses ◽  
University Level ◽  
Physics Course

Acquiring mathematical, conceptual, and problem-solving skill is required in university-level physics courses. Average students often lack the knowledge and study skills need to succeed in physics, preciously in quantum physics course. The reasons for these difficulties are more subtle and some of them are brought to the surface. Addressing how to build models of wave functions and energy and how to relate these models to real physical systems is a challenging job. Article has opened up a floodgate of deep and difficult task for students struggle to make sense of these models. Article has discuss the difficulties and the real issues of student in learning quantum tunneling to build the models that are implicit in experts’ understanding. So that, in addition to class attendance and/or group study, students must also learn to work by themselves to develop the mathematical, conceptual, and problem-solving skills they need.The Himalayan PhysicsVol. 3, No. 32012Page : 27-34

scholarly journals Penerapan Model Pembelajaran Kuantum pada Matakuliah Fisika Kuantum Ditinjau dari Motivasi Berprestasi

2017 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Aris Doyan
Keyword(s):  
Student Achievement ◽  
Achievement Motivation ◽  
Quantum Physics ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Achievement ◽  
Significance Level ◽  
School Year ◽  
Two Samples ◽  
Physics Course

This study aims to determine (1) the influence of quantum and conventional learning model on the learning achievement of quantum physics course, (2) the influence of student achievement motivation on learning achievement of quantum physics course, and (3) the interaction between the quantum and conventional learning model with achievement motivation students' learning achievement of quantum physics course. This type of research is quasi experiment with forms of research design is a 2x2 factorial design. The population in this study were all students of physical education in the school year 2011/2012 VI semester FKIP Mataram University with a sampling technique that random sampling. There are two samples of the study as control and experimental class. The control class given conventional learning while the experimental class was given treatment with quantum learning model. Data were analyzed using analysis of variance (ANOVA) of two different cell. Where, (1) there is the influence of quantum and conventional learning model on the learning achievement of quantum physics course that is obtained significance level (0.047) < (0.05), (2) there is influence student achievement motivation high and low categories of the learning achievement of courses quantum physics is obtained significance level (0.000) < (0.05), and (3) there is no interaction between the quantum and conventional learning model with student achievement motivation on learning achievement of quantum physics course that is obtained significance level (0.190) > (0, 05).

scholarly journals Two-Semester Physics Course for Bachelors at Technical University

2019 ◽  
Vol 28 (8-9) ◽  
pp. 91-99
Author(s):  
S. В. Pereslegin ◽  
A. A. Korolev ◽  
S. A. Kurashova
Keyword(s):  
Student Performance ◽  
Statistical Physics ◽  
Quantum Physics ◽  
School Curriculum ◽  
Educational Background ◽  
Full Time ◽  
Educational Materials ◽  
Course Structure ◽  
Technical University ◽  
Physics Course

The article discusses two major problems in teaching physics for students majoring in IT at a technical university: 1) the forced change in the course structure and content due to the reduction in the time allotted for studying physics from three to two semesters, and 2) the uneven educational background of applicants, due to the fact that when entering a university, the results of the Unified State Examination in physics are not taken into account. The article analyzes the experience of the Physics Training Center at the ITMO University in St. Petersburg on conducting additional consultations on the school curriculum materials and on the development and using of electronic educational materials. The relevance of courses that are concentric in their structure, created by colleagues from the other universities, is noted. The authors propose to organize training for first-year students in various educational tracks, depending on their starting level. The article emphasizes the importance of maintaining completeness and ideological value of the course when revising the structure and content. The following conceptual scheme of the course is proposed: elementary physics as axiomatic science, statistical physics, quantum physics, quantum field theory (general concepts). The experience of the development and using of electronic educational materials (lecture presentations, electronic summaries of lectures and exercises) at ITMO University is analyzed. Despite the fact that, in general, e-learning elements make it possible to compensate the lack of class time caused by the program changes, students learn e-courses at different levels. It is noted that the reason, apparently, lies in the psychological unreadiness of a number of students to switch to “blended learning”. It is emphasized that in the mixed course creation the development of materials for assessing student performance and their final certification is a fundamentally new and time-consuming task, the preference is given to the traditional full-time exam. The authors consider that it expedient to preserve the traditional structure of the physics course at technical university.

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