A study of pre- and inservice physics teachers’ understanding of photoelectric phenomenon as part of the development of a research-based quantum physics course

2009 ◽  
Vol 77 (7) ◽  
pp. 658-666 ◽  
Author(s):  
Mervi A. Asikainen ◽  
Pekka E. Hirvonen
Keyword(s):  
Quantum Physics ◽  
Physics Teachers ◽  
Physics Course

scholarly journals A STUDY ON PRE-SERVICE PHYSICS TEACHERS’ CONCEPTUALIZATION ON ELEMENTARY QUANTUM MECHANICS

2017 ◽  
Vol 22 (2) ◽  
pp. 120
Author(s):  
Glauco Cohen Ferreira Pantoja
Keyword(s):  
Quantum Mechanics ◽  
Content Analysis ◽  
Data Analysis ◽  
Physical System ◽  
Quantum Physics ◽  
Meaningful Learning ◽  
Physics Teachers ◽  
Conceptual Mapping ◽  
Learning Patterns ◽  
Similarities And Differences

In this work, we present the results of a research in which we aimed to evidence obstacles and advances in pre-service teachers’ conceptualization on a subject involving elementary Quantum Mechanics. We based our analysis on the theories due to David Ausubel and Gèrard Vergnaud to study Meaningful Learning patterns, both in predicative and operatory form of knowledge, of six students involved in a didactical intervention composed of six classes, in which we emphasized both similarities and differences between Classical and Quantum Physics. With this intervention, we intended to teach the concepts of Physical System, Dynamical Variables, State of a Physical System and Time Evolution. We guided our data analysis by the methodology of content analysis (Bardin, 2008) and it turned possible to map Meaningful Learning patterns involving the four concepts to which were associated a set of essential features (in the predicative stage) and a set of theorems-in-action (in the operatory stage) relating the aim-concepts in problem-solving or conceptual mapping.

scholarly journals IMPROVEMENT OF DEMONSTRATION EXPERIMENTS OF THE PHYSICS COURSE BASED ON THE USE OF DIGITAL TECHNOLOGIES

2020 ◽  
Vol 72 (4) ◽  
pp. 131-136
Author(s):  
G.B. Karabassova ◽  
Keyword(s):  
Cognitive Activity ◽  
Digital Technologies ◽  
Computer Models ◽  
Physics Teachers ◽  
Physical Knowledge ◽  
Physical Laboratory ◽  
Scientific Technical ◽  
Physics Course ◽  
Physical Phenomena ◽  
Teaching Physics

The most characteristic problem of the current stage of modernization of higher education is the training of future physics teachers who are ready to adapt to the conditions of a rapidly changing digital society and are able to independently set and solve professional problems. The purpose of the article is to identify the features of the use of digital technologies in improving the demonstration experiments of the physics course. The leading method to study this problem is the modeling method, the study and analysis of psychological, pedagogical, scientific, technical and methodological literature. The use of computer models of various physical processes and phenomena contributes to the effectiveness of teaching students the physics course, allows them to understand the mechanisms of physical phenomena and processes. In this regard, at present, the Abai Kazakh National pedagogical University pays great attention to the development of a technical base for the use of digital technologies in the training of future physics teachers, and electronic resources are being developed for use in teaching physics. By using computer models of experiments and demonstrations, it is possible to compensate for the lack of equipment in the physical laboratory and thus teach students to independently acquire physical knowledge during a physical experiment on virtual models, that is, there is a real opportunity to form students ' creativity and increase cognitive activity in physics.

scholarly journals APPLICATION OF CONTENT-LANGUAGE INTEGRATED LEARNING IN POLYLINGUAL TEACHING OF PHYSICS

2020 ◽  
Vol 72 (4) ◽  
pp. 92-96
Author(s):  
E. Anayeva ◽  
◽  
D. Baimolda ◽  
Keyword(s):  
Teaching Methods ◽  
Educational Process ◽  
Medium Of Instruction ◽  
Integrated Learning ◽  
Actual Problem ◽  
Physics Teachers ◽  
Multilingual Education ◽  
Education Today ◽  
Physics Course

This article is devoted to the actual problem of multilingual education today in the context of the introduction of updated educational content. The main tasks of updating the content of physics in schools reflect the need to improve the professional and methodological training of future physics teachers in English in the context of modernizing educational programs in higher education. The content of physics in pedagogical universities should correspond to the school physics course, physics should be integrated with methodological disciplines and be taught in English. This, in turn, will improve the quality of professional and methodological training of future physics teachers. The use of subject-language integrated teaching methods in the educational process for the implementation of multilingual education is given. Two methods: Content Language Integrated Learning (CLIL) and English аs a Medium of Instruction (EMI) are considered as a learning tool.

scholarly journals Digitalization of physical experiment in the training of physicists of pedagogical direction

2021 ◽  
Author(s):  
Л.А. Нефедьев ◽  
Г.И. Гарнаева ◽  
Э.И. Низамова ◽  
Э.Д. Шигапова
Keyword(s):  
Professional Training ◽  
Quantum Physics ◽  
Digital Technologies ◽  
Physical Experiment ◽  
Laboratory Work ◽  
Experimental Science ◽  
Physical Processes ◽  
Main Attention ◽  
Physics Teachers ◽  
Normative Documents

В процессе подготовки будущих учителей физики основное внимание следует уделять не передаче суммы готовых знаний, а знакомству обучающихся с методами научного познания окружающего мира, постановке проблем, требующих от учащихся самостоятельной деятельности по их разрешению. В процессе обучения в первую очередь следует обратить внимание на то, что физика – наука экспериментальная, но при переходе к познанию микромира и мегамира снижается возможность реализации экспериментальной деятельности обучающихся. Авторами предлагается один из способов практического решения этой проблемы, заключающийся в организации и проведении лабораторных занятий с использованием разработанной виртуальной версии лабораторных работ по квантовой физике, способствующей развитию профессиональных компетенций будущего учителя физики. Также в статье рассматривается использование разработанного авторами методического комплекса «Цифровые лабораторные работы при изучении школьного курса физики», который представляет собой лабораторные работы с использованием реального оборудования с цифровыми датчиками, сигнал с которых обрабатывается на компьютере. В состав комплекса включены учебно-методические материалы для подготовки, выполнения и защиты лабораторных работ. Для достижения цели авторы использовали следующие методы исследования: теоретический анализ состояния проблемы на основе изучения методической, дидактической, психологической и специальной литературы, диссертационных работ по проблеме исследования; материалов конференций по использованию цифровых технологий в физическом образовании, нормативных документов, определяющих структуру и содержание профессиональной подготовки учителя физики, изучение и обобщение педагогического опыта; компьютерное моделирование физических процессов, наблюдение, беседа, анкетирование, интервьюирование, проведение педагогического эксперимента. In the process of training future physics teachers, the main attention should be paid not to transfer the amount of ready-made knowledge, but to familiarize students with the methods of scientific knowledge of the world around them, and to pose problems that require students to independently solve them. In the course of training, first of all, you should pay attention to the fact that physics is an experimental science, but when you move to the knowledge of the microcosm and mega world, the possibility of implementing students’ experimental activities decreases. The authors suggest one of the ways to solve this problem in practice, which is to organize and conduct laboratory classes using the developed virtual version of laboratory works on quantum physics, which contributes to the development of professional competencies of future physics teachers. The article also discusses the use of the methodological complex developed by the authors "Digital laboratory work in the study of school physics", which is a laboratory work using real equipment with digital sensors, the signal from which is processed on a computer. To achieve this goal, the authors used the following research methods: theoretical analysis of the state of the problem based on the study of methodological, didactic, psychological and special literature, dissertation works on the problem of research; materials of conferences on the use of digital technologies in physical education, normative documents that determine the structure and content of professional training of physics teachers, the study and generalization of pedagogical experience; computer modeling of physical processes, observation, conversation, questioning, interviewing, conducting a pedagogical experiment.

scholarly journals Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics

2021 ◽  
pp. 1-22
Author(s):  
Hong-Jeong Kim ◽  
Sungmin Im
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Learning Achievement ◽  
Physics Teachers ◽  
Positive Correlation ◽  
Teachers Beliefs ◽  
Cognitive Beliefs ◽  
Post Test ◽  
Physics Course ◽  
Beliefs About Learning

Abstract This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess conceptual understanding. Analysis revealed that pre-service physics teachers’ beliefs about learning physics had a positive correlation with conceptual understanding but not with motivational beliefs. Students’ grades in physics had a positive correlation with cognitive beliefs, regardless of changes in pre- and post-test responses. Implications about how to utilize pre-service physics teachers’ beliefs about learning physics as an epistemological resource for teaching and learning physics are discussed.

scholarly journals Physics knowledge justification: an analysis framework to examine physics content knowledge

2020 ◽  
Vol 16 (2) ◽  
pp. 149-166
Author(s):  
Karoliina Vuola ◽  
Maija Nousiainen
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Quantum Physics ◽  
Tertiary Level ◽  
Strategic Knowledge ◽  
Analysis Framework ◽  
Physics Teachers ◽  
Level Of Education ◽  
Quantum Phenomena ◽  
Physics Knowledge

Argumentation and knowledge justification have been noted as important skills to be learned in secondary and tertiary level of education. These skills are especially crucial in teaching and learning physics because physics knowledge is normative and has hierarchical structure. The purpose of this article is two-fold. First, we propose a framework to analyze pre-service physics teachers’ knowledge justification. Second, we show how this framework can be used to examine pre-service physics teachers’ knowledge justification in the context of quantum physics. The sample consists of 68 knowledge justification schemes on four quantum phenomena (N=17 participants who all produced four schemes). The proposed framework discusses conceptual, relational and strategic knowledge presented in knowledge justification schemes. The results show that analysis framework reveal significant differences between pre-service teachers’ knowledge justification. We conclude that there is need and room for such practical tools, which help future teachers to organize and consider their own knowledge.

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