Physics Teachers' Perception of IT Convergence-based Physics Education

2020 ◽  
Vol 70 (8) ◽  
pp. 660-666
Author(s):  
Wonkun OH*
Keyword(s):  
Physics Education ◽  
Physics Teachers ◽  
It Convergence

scholarly journals A Study on Teachers’ Views on the Use of Technology to Improve Physics Education in High Schools

2019 ◽  
Vol 7 (4) ◽  
pp. 142 ◽  
Author(s):  
Aytekin Erdem
Keyword(s):  
Professional Development ◽  
High Schools ◽  
Physics Education ◽  
Likert Scale ◽  
Individual Characteristics ◽  
Statistical Techniques ◽  
Teacher Competence ◽  
Physics Teachers ◽  
Positive Difference ◽  
Use Of Technology

This study was carried out to determine teacher views on the use of technology to improve physics education in high schools. The sample of the study is 238 volunteer physics teachers. The study was carried out with the survey model and a five point Likert Scale was used in the study. The scale has a reliability coefficient of 0.92. Descriptive and inferential statistical techniques were used to analyze the data obtained from the scale. According to the results of the analysis, it was determined that teachers strongly agreed with all six of the articles except one of the views within the dimension "suggestions on teacher competence and technology-based subject discourse" and with only one out of the five articles within the dimension "recommendations for performing technology-assisted laboratory activities." In addition, it has been determined that significant change in teachers’ views did not occur regarding the use of technology to improve physics education according to different individual characteristics. However, it has been determined that there is a significant positive difference with those in high need of professional development.

scholarly journals Preservice Physics Teachers’ Development of Physics Identities: the Role of Multiple Representations

2021 ◽  
Author(s):  
Nuril Munfaridah ◽  
Lucy Avraamidou ◽  
Martin Goedhart
Keyword(s):  
Instructional Practices ◽  
Physics Education ◽  
Multiple Representations ◽  
Instructional Approach ◽  
Multiple Representation ◽  
Physics Teachers ◽  
Physics Courses ◽  
Before And After ◽  
Post Test ◽  
Based Instruction

AbstractIdentity-based research in physics education has been receiving increased attention in the past few years given the potential of identity in producing novel insights into the ways’ students engage in physics. In this study, we examined the development of preservice physics teachers’ physics identity through a specific instructional practice: a specially designed course incorporating the use of the multiple representations. Although specific programs and instructional practices have been found to influence the development of physics identity, there is no clear evidence about the kinds of instructional practices that might support its development. To examine the influence of multiple representations on each component of physics identity, we designed and implemented a physics course that used a multiple representation (MR)-based instructional approach with a group of 61 preservice physics teachers at a public university in Indonesia. Data were collected with a pre- and post-questionnaire on physics identity, a conceptual understanding test, and a post-test that examined differences between identity components before and after the course, conceptual understandings, as well as the participants’ views about the use of the MR-based instructional approach. The findings revealed a significant improvement of two components of physics identity, namely, competence and interest, and point to the potential of MR-based instruction in physics courses.

scholarly journals Analysis of Student’s Difficulties in Solving Physics Problem: Impulse and Momentum Topics

2021 ◽  
Vol 10 (1) ◽  
pp. 24-33
Author(s):  
Tri Adianto ◽  
Muhammad Aqil Rusli
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Mathematical Skills ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Physics Teachers ◽  
Data Collection Process ◽  
Mathematical Difficulties ◽  
Mathematical Operations ◽  
Physics Problems

Physics education essentially intends to cultivate student’s analytical and reasoning capabilities. However, this objective is hard to achieve because there are many students who facing difficulties in solving physics problems. This research was conducted to identify the types of student’s difficulties in solving momentum and impulse problems, along with the factors causing it. This research was conducted using a descriptive qualitative approach to 66 students of Senior High School 2 Makassar who had studied momentum and impulse topics. The data collection process was carried out using test and interviews. Based on the results, it can be identified that there are two types of student’s difficulties in solving momentum and impulse problems. The first type was physical difficulties which consisted of student’s difficulty in understanding the questions (26%) and student’s difficulty in determining the useable equations (25%). Then, the second type was mathematical difficulties which consisted of student’s difficulty in substituting the data to the equation (63%) and student’s difficulty in performing mathematical operations (76%). Based on interviews and analysis, it can be concluded that these difficulties was commonly faced by students while solving physics problems, including in momentum and impulse topic. Futhermore, the difiiculties were caused by several factors, namely: 1) the lack of student’s understanding about physics concepts, 2) the weakness of student’s mathematical skills, 3) the lack of physics learning process which is not honing student’s problem-solving skills and  4) the lack of student’s motivation on developing their problems solving skills in physics subjects. Thus, researchers recommend to all physics teachers in Indonesia to immediately develop or implement learning strategies or methods which are considered capable of overcome all student’s difficulties that have been found.

scholarly journals Computer-Based Classification of Preservice Physics Teachers’ Written Reflections

2020 ◽  
Author(s):  
Peter Wulff ◽  
David Buschhüter ◽  
Andrea Westphal ◽  
Anna Nowak ◽  
Lisa Becker ◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Physics Education ◽  
Professional Growth ◽  
Teacher Education Program ◽  
Multinomial Logistic Regression ◽  
Preservice Teacher Education ◽  
Physics Teachers ◽  
Reflection Model ◽  
Computer Based

Abstract Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers’ written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers’ written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback.

scholarly journals Analisis Kompetensi Pedagogical Content Knowledge Calon Guru Fisika Berdasarkan Instrumen CoRe dan PaP-eRs Pada Materi Gelombang Bunyi

2021 ◽  
Vol 12 (1) ◽  
pp. 37-46
Author(s):  
Diah Mulhayatiah ◽  
L Syifa Agnia ◽  
H Y Suhendi
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Learning Process ◽  
Physics Education ◽  
Study Program ◽  
Physics Teachers ◽  
Pedagogical Content ◽  
The Core ◽  
Education Study ◽  
Level 3

PCK competencies are one of the important competencies for prospective physics teachers to have. The measurement of PCK competence for prospective physics teachers can be done using two instruments developed by Loughran, namely the CoRe and PaP-eRs instruments. This study aims to determine and describe the PCK competencies of prospective physics teachers in sound wave metering based on the CoRe instrument, the learning process and PaP-eRs. The method used in this research is descriptive qualitative and carried out by researchers as prospective physics teachers who teach second semester students of physics education study program UIN Sunan Gunung Djati Bandung. The results showed that the PCK competency of prospective teachers based on the CoRe instrument was in the Maturing PCK category or level 3 with a score of 88.17. The PCK competence of prospective teachers based on the learning process is in the effective category with a percentage of 77.67% and based on the PaP-eRs instrument, the PCK competencies of prospective teachers are in the Maturing PCK category or level 3 with a score of 85.18. Keywords: PCK, CoRe, PaP-eRs

scholarly journals A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions

2021 ◽  
Vol 9 (1) ◽  
pp. 1-13
Author(s):  
Muhammad Satriawan ◽  
Liliasari Liliasari ◽  
Wawan Setiawan ◽  
Ade Gafar Abdullah ◽  
Rosmiati Rosmiati
Keyword(s):  
Wave Energy ◽  
Physics Education ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Ocean Wave ◽  
Learning Program ◽  
Physics Teachers ◽  
Physics Teacher ◽  
Ocean Wave Energy ◽  
Teacher Students

The lack of technological innovation in the utilization of ocean wave energy as a renewable energy source is caused by a lack of public knowledge about this matter. Therefore, it needs to be introduced early, especially to pre-service teachers through innovative and fun learning. The aim of this study was to identify the responses of pre-service physics teachers about the learning program to introduce the concept of utilizing ocean wave energy. The research subjects were 31 sixth semester students who are taking environmental physics lectures in the physics education study program at one of the teachers' university in West Nusa Tenggara Province for the 2019/2020 academic year. The sample was taken by using purposive sampling technique. Data collection was carried out by means of observation, interview, and questionnaire techniques. All data collected were then analyzed simultaneously descriptively. The findings of this study showed that almost 90% pre-service physics teacher students agreed that the learning program had a positive impact on increasing interest, motivation, critical thinking skills, and creative thinking skills, and made them easier to solve problems and grow solid cooperation. Therefore, it can be concluded that pre-service physics teacher students agree to the use of semi-assisted project-based learning programs with contextual problems.

DIY electrodynamic trap for physics education

2021 ◽  
Vol 57 (1) ◽  
pp. 015023
Author(s):  
V Rybin ◽  
M Semynin ◽  
S Rudyi ◽  
Yu Rozhdestvensky
Keyword(s):  
Physics Education ◽  
Charged Particles ◽  
Physical Experiment ◽  
Practical Work ◽  
Surface Trap ◽  
Physics Teachers ◽  
Operation Process

Abstract We present a simple and affordable method for making a surface electrodynamic trap for microparticles. The principles of electrodynamic trapping of charged particles are discussed and step-by-step instructions on how to make a surface trap are given. In addition to the electrodynamic trap implementation and operation process, options for its further use are proposed. The work may be of interest to physics teachers as a material for practical work, for the formation of students’ skills in performing a physical experiment.

scholarly journals Preparation of New Physics Teachers in the Light of Goals of Physics Education

2019 ◽  
Author(s):  
Peter Demkanin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
University Students ◽  
Physics Education ◽  
New Physics ◽  
Theoretical Background ◽  
School Level ◽  
School Students ◽  
Physics Teachers ◽  
Slovak Language

In some of our previous articles, we have analysed and discussed the goals of physics education at secondary schools and some aspects of physics education at the secondary school level.  In this contribution, we proceed with bringing our experience with the preparation of new physics teachers at Comenius University in Bratislava. We discuss the theoretical background we used as a base for preparing the curriculum for university students – future physics teachers and we highlight some aspects of their preparation. Especially, we focus on the development of abilities to scaffold the learning of their future secondary schools' students. In details, we describe the ways we try to improve the abilities of our students to scaffold their future secondary schools' students in concept formation, in process skills development, in planning and processing inquiry, ability to scaffold effective work with literature. As a vast majority of our graduates will teach their secondary school students in Slovak language, which is a language used by a small number of people (5 mil), we discuss also some specifics related to physics textbooks for secondary schools in Slovak language, university textbooks available in Slovak language and ability of our university students-future physics teachers to work with sources written in English. At the conclusion, we propose some possible improvements, hopefully, inspiring also for preparation of physics teachers for other educational systems.

scholarly journals Analisis Kesiapan dan Strategi Monitoring Evaluasi Program Pengembangan Perkuliahan Gelombang dan Optik Berbasis Game

2018 ◽  
Vol 2 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Saprudin Saprudin
Keyword(s):  
Physics Education ◽  
Educational Games ◽  
Monitoring And Evaluation ◽  
Input Process ◽  
Game Play ◽  
Physics Teachers ◽  
Program Monitoring ◽  
Need Analysis ◽  
Support Device ◽  
Model Context

This study is a survey focused on describing how the level of readiness of pre-service physics teachers and descriptions the elements of strategy to monitor and evaluate the program of wave and optic course based on game. The survey involved 41 students (9 M, 32 F) who joined waves and optics courses in physics education program at one of university in Ternate, Indonesia. Data were collected through questionnaire and analyzed by using descriptive technique. The results show that pre-service physics teachers in the population can be categorized into good in readiness in the implementation the program of wave and optic based on game. The readiness was supported by several indicators which are readiness related to game experience, game play frequency, game play device, game ownership support, device ownership and internet access capability, students' perception about the use of games in physics learning, the ability to design game, the need analysis for training to design educational games. The model used for program monitoring and evaluation was CIPP model (Context, Input, Process and Product).

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