scholarly journals The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students

2020 ◽  
Vol 17 (1) ◽  
pp. 94-108
Author(s):  
Mohd Ali SAMSUDIN ◽  
Seyedh Mahboobeh JAMALI ◽  
Ahmad Nurulazam MD ZAIN ◽  
Nader ALE EBRAHIM
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Project Based Learning ◽  
Physics Students ◽  
High School Physics

scholarly journals The Effect of STEM Project Based Learning on Self-Efficacy Among High-School Physics Students

2020 ◽  
Author(s):  
Mohd Ali Samsudin ◽  
Seyedh Mahboobeh Jamali ◽  
Ahmad Nurulazam Md Zain ◽  
Nader Ale Ebrahim
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Project Based Learning ◽  
Physics Students ◽  
High School Physics

scholarly journals Haptics-Augmented High School Physics Tutorials

2001 ◽  
Vol 5 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Robert L. Williams II ◽  
Meng-Yun Chen ◽  
Jeffrey M. Seaton
Keyword(s):  
High School ◽  
Virtual Reality ◽  
Pilot Study ◽  
Teaching And Learning ◽  
The Internet ◽  
Haptic Interfaces ◽  
Physics Students ◽  
High School Physics ◽  
Study Results ◽  
Learning Software

This article describes a unique project using commercial haptic interfaces to augment the teaching of high school physics. Since force is central to the teaching of physics, we believe that the use of haptics in virtual reality physics simulations has the potential for deeper, more engaging learning. Software has been developed which is freely-available on the internet, and HTML tutorials have been developed to support these haptics-augmented software activities in the teaching and learning of high school physics. Pilot study results are reported, which yielded positive feedback and suggestions for project improvement from high school physics students and teachers.

scholarly journals EFFECTIVENESS OF POLYA PROBLEM-SOLVING AND TARGET-TASK COLLABORATIVE LEARNING APPROACHES IN ELECTRICITY AMONGST HIGH SCHOOL PHYSICS STUDENTS

2018 ◽  
Vol 17 (5) ◽  
pp. 765-777
Author(s):  
Ademola Olatide Olaniyan ◽  
Nadaraj Govender
Keyword(s):  
High School ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Female Adolescent ◽  
Control Group ◽  
Learning Approaches ◽  
Target Task ◽  
Physics Students ◽  
High School Physics ◽  
Conventional Teaching

This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching. A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching. Keywords: collaborative learning, conventional teaching, gender, performance, physics students’, Polya problem-solving, target-task.

High School Physics Students’ Personal Epistemologies and School Science Practice

2017 ◽  
Vol 26 (7-9) ◽  
pp. 841-865 ◽  
Author(s):  
Muhammet Mustafa Alpaslan ◽  
Bugrahan Yalvac ◽  
Cathleen Loving
Keyword(s):  
High School ◽  
School Science ◽  
Science Practice ◽  
Physics Students ◽  
High School Physics ◽  
Personal Epistemologies

scholarly journals Early Preparation and Inspiration for STEM Careers: Preliminary Report of the Epidemiology Challenge Randomized Intervention, 2014-2015

2018 ◽  
Vol 133 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Robin Taylor Wilson ◽  
Emma Watson ◽  
Mark Kaelin ◽  
Wendy Huebner
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Project Based Learning ◽  
Personal Interest ◽  
Biomedical Sciences ◽  
Interest In Science ◽  
Scientific Epistemology ◽  
Early Preparation

Objectives: Early Preparation and Inspiration for Careers in the Biomedical Sciences (EPIC) is a university–high school partnership for increasing high school student interest and persistence in the biomedical sciences. EPIC includes a year-long, project-based learning intervention, the Think Like an Epidemiologist Challenge (Epi Challenge). We describe the main components of the Epi Challenge and report on short-term changes in scientific literacy and science-related motivations and beliefs. Methods: From June 2014 through June 2015, a randomized sample of students with above-median interest in science from 5 high schools in Pennsylvania completed baseline and midyear assessments of scientific self-efficacy, beliefs regarding acquisition of scientific knowledge (personal scientific epistemology), and personal interest in science using 5-point Likert-type scales (with higher scores indicating stronger or more sophisticated beliefs). Results: Of 984 students completing baseline assessments, 110 enrolled in the Epi Challenge, and 84 remained at midyear. At midyear, mean scores for scientific self-efficacy (change = 0.26, P < .001) and personal scientific epistemology (change = 0.19, P = .004) increased significantly, but personal interest in science (change = −0.17, P = .06) did not. Increases in personal scientific epistemology were greatest for African American (change = 0.47, P = .005), free/reduced-price lunch (change = 0.35, P = .001), underrepresented minorities in science (change = 0.27, P = .002), and female (change = 0.26, P = .01) students. Conclusions: Epi Challenge participation was associated with improvement in high school students’ scientific self-efficacy and sophistication of epistemologic beliefs. Long-term follow-up of this cohort may shed light on whether such changes will be sustained and shape college major and career decisions.

scholarly journals Numerical evaluation of the escape time of a classical point particle from an annular billiard

2010 ◽  
Vol 32 (3) ◽  
Author(s):  
R De Luca
Keyword(s):  
High School ◽  
Numerical Evaluation ◽  
Classical Mechanics ◽  
Point Particle ◽  
Escape Time ◽  
Two Dimensional ◽  
College Physics ◽  
Physics Students ◽  
High School Physics ◽  
Classical Point

A two-dimensional annular billiard consisting of a region confined within two concentric circumferences, the outer of radius R and the inner of radius r, is considered. The escape time of a point particle projected at a given angle within this billiard is numerically evaluated in terms of the size of the opening in the billiard. The problem is solved by means of classical mechanics and can be of interest for advanced high school physics students or undergraduate college physics students

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