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Journal articles on the topic "Physics Study and teaching (Higher) Victoria"
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Hasan L. Maranda, Jr. "Students’ Learning Styles in Relation to Service Physical Education Performance." Journal of Sports and Physical Education Studies 1, no. 1 (March 15, 2021): 10–13. http://dx.doi.org/10.32996/jspes.v1i1.1428.
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This study aimed to determine the students’ learning styles, whether visual, auditory, or kinesthetic learning style, in relation to their Service Physical Education performance in terms of written and practical exam results. The moderating variables of age, gender, academic status, religion, and course were also considered. This was conducted among Service P.E. students of the Mindanao State University, Marawi City, officially enrolled during the 2nd semester, A.Y. 2015 – 2016. This descriptive-correlation study was conducted among 925 respondents (227 male and 588 female respondents). The VARK Learning Styles Questionnaire developed by Victoria Chislett was used to assess their learning styles. The Service P.E. performance was taken from their partial written and practical exams. The majority of the respondents were15-18 years old; most of the respondents were female; most of the respondents were Tuition Privilege status; most of the respondents were Islam believers while others were non-Muslim, and almost all of the respondents were Bachelor of Science (BS) degree pursuers. In terms of learning styles, it was found out that most of the respondents were visual learners. With regard to the Service P.E. performance, most of the respondents received grades of 1.0-1.25 or excellent in their written exams while most of them were rated 1.50-1.75 or very good in their practical exams. The relationship between the variables found out that there were no significant relationships between the moderating variables of age, religion, and course with their respective p-values of 0.272, 0.188, and 0.355 to the independent variable of learning styles. However, there were significant relationships between the moderating variables of gender, academic status and the independent variable of learning styles. Furthermore, age (p = 0.184), academic status (p = 0.385), religion (p = 0.784), and course (p = 0.869) were not significantly related to written exam performance while gender was significantly related to written exam performance. Practical exam performance showed no relationship with the different moderating variables. For the relationship between learning styles and Service P.E. performance, it was revealed that learning styles had a significant relationship between written exam performance, while no relationship existed between learning styles and practical exam performance. Good performance in the written exams matters most in how the students prepare for it. On the other hand, ability, preparation, and constant correct practice will matter the most in preparation for practical exams. Thus, it is recommended that Physical Education administrators formulate plans to further improve the competencies of Physical Education teachers, especially in identifying the different learning styles of their respective students, to provide appropriate teaching approaches that facilitate effective learning experiences among their students. Physical Education teachers should provide enough time for skills practice so that most of their students will have greater chances of obtaining higher ratings in their practical exams. A similar study should be conducted in the future using other variables or using an equal number of respondents in gender and religion.
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Duan, Li Bing, Wang Chang Geng, Fu Li Zhang, and Xiao Long Shi. "Teaching Transition for International Education from ‘Foreign Students Class’ to ‘International Class’: The Case of Materials Physics Courses." Advanced Materials Research 590 (November 2012): 521–24. http://dx.doi.org/10.4028/www.scientific.net/amr.590.521.
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Internationalization of higher education has become an irreversible trend of modern world, where international course is the key link. For Chinese universities, during the transition from traditional ‘Foreign students class’ (for foreign students only) to ‘International class’, in which Chinese students and foreign students will be trained under one roof, they have to face great challenges of teaching transition, including teaching contents, methods, examinations transformations. In this paper, taking materials physics courses for example, we put forward some suggestions on teaching transformation of international education from ‘Foreign students class’ to ‘International class’, basing on the experience of one-year visiting in University of Victoria (UVic), Canada and the differences of teaching between our Northwestern Polytechnical University (NPU) and UVic.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Niu, Xiaowei. "Internet-assisted English Teaching in Higher Vocational Education." Journal of Physics: Conference Series 2066, no. 1 (November 1, 2021): 012080. http://dx.doi.org/10.1088/1742-6596/2066/1/012080.
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Abstract The rapid development of information technology has brought opportunities and challenges to English teaching. Online teaching has become a trend in language teaching, and it is also the core of the ongoing reform of English teaching. It not only changes the traditional English classroom thinking and teaching methods, but also changes the students’ learning environment and learning methods. At present, many experts and scholars at home and abroad have conducted research on the teaching activities of English network. Researchers have also put in a lot of effort and research to study how to use online platforms to help teach English. This article focuses on the study of multimedia-assisted English teaching in higher vocational education based on the Internet. First, it uses the literature research method to explain the problems in multimedia-assisted English teaching in higher vocational education, then puts forward some relevant suggestions for improvement, and finally uses the questionnaire method to analyze the multimedia A survey on the status quo of English teaching in higher vocational colleges was conducted. The results of the survey showed that the multimedia construction in schools is still good at this stage. Among them, computer equipment accounts for the most, reaching about 39%, and then the slide projector, accounting for about 32%. Regarding whether multimedia teaching can replace traditional teaching, 55% of teachers think that it can be partially replaced, and 31% of teachers think that the two should be combined.
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Wu, YunMin, Chang Su, and HuiFen Wei. "A Study on the Application of Computer Multimedia in Chinese Teaching of Higher Vocational Colleges." Journal of Physics: Conference Series 1533 (April 2020): 022059. http://dx.doi.org/10.1088/1742-6596/1533/2/022059.
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Wang, Chao, and Nan Gao. "Study of the Plural Evaluation Indicators System and Evaluation Model in Physical Education Teaching in Institution of Higher Learning." Journal of Computational and Theoretical Nanoscience 14, no. 1 (January 1, 2017): 177–81. http://dx.doi.org/10.1166/jctn.2017.6145.
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This thesis makes serious discussion about the existing problems facing the evaluation system on physical education teaching in general institutes of higher education combining with the laws of physical teaching in general institutes of higher and education and establishes a set of new evaluation model on the physical education teaching in general institutes of higher education which is more comprehensive, manipulative and scientific.
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Ferreira, Álex de Carvalho. "The dimension of teaching-learning in Physics teaching: interfaces with the choice of high school students." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 4, 2021): e11905. http://dx.doi.org/10.20952/jrks2111905.
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The present work approaches the teaching-learning process and the bases of professional knowledge, focusing on the context of Teaching, specifically, in Physics teaching. By analyzing the students' perception of teaching Physics in Basic Education and its relationship with entering higher education, through field research, this study presents a reflection on the importance of thinking about the teaching-learning process in Basic Education, explaining the means that this teaching takes place, the difficulties (or not) encountered, as well as the influence of this process for entering higher education. The research is guided by a qualitative approach, configured to the survey research procedures, the collaborative participants were students of the Physics Degree course, from the State University of Southwest Bahia - UESB, from the Itapetinga-BA campus. As a result of the analysis, it became evident that the conception of the teaching-learning process that predominates in Physics classes, in Basic Education, is based on a traditional perspective, using only the didactic resource, the blackboard, the brush and the textbook, placing focusing on teacher action as an essential factor for learning. Thus, the tastes, affectivity, difficulties and learning in Physics classes, places the teacher as an influencer of the teaching-learning process, emphasizing the bases of professional knowledge as essential knowledge for the improvement of the teacher's action, and consequently, in the teaching of Physics.
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Echiburu, Mauricio, Carla Hernández, and Miguel Pino. "Teaching physics in real-life contexts: the Beirut explosion." Physics Education 58, no. 2 (January 11, 2023): 025009. http://dx.doi.org/10.1088/1361-6552/acad5b.
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Abstract Teaching physics in real-life contexts continues to be a challenge for teachers at different educational levels. In this article, three context-rich problems are proposed to be implemented in the classroom for higher education, using the explosion that occurred in Beirut as a case study. These problems require the search and analysis of real data, integrating technologies as tools to learn physics. In particular, the analysis of images, videos, maps and audio recordings is suggested. The proposed activities are designed to promote active learning of classical mechanics subjects and the development of collaborative skills. The results of each problem allow a discussion based on scientific evidence in the classroom.
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Jonāne, Lolita. "Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience." Journal of Teacher Education for Sustainability 17, no. 2 (December 1, 2015): 53–73. http://dx.doi.org/10.1515/jtes-2015-0011.
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Abstract The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.
Dissertations / Theses on the topic "Physics Study and teaching (Higher) Victoria"
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Bouchard, Josée. "Physics students' approaches to learning and cognitive processes in solving physics problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100325.
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This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data.Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly physical intuition, even if it was only implemented for a short period of time. Other findings relate to the nature of the cognitive actions and activities that the students engage in when learning to solve electromagnetism problems in a PBL environment for the first time and the tutoring actions that guide students in this context.
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Pollock, Evan B. "Student Understanding of P-V Diagrams and the Associated Mathematics." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/PollockEB2008.pdf.
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Morgan, Jeffrey Todd. "Investigating how Students Think About and Learn Quantum Physics: An Example from Tunneling." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/Morganjt2006.pdf.
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Caballero, Marcos Daniel. "Evaluating and extending a novel reform of introductory mechanics." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42705.
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The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems. However, many students taking introductory physics courses fail to acquire a command of the concepts, methods and tools presented in these courses. The reforms proposed by this thesis focus on altering the content of introductory courses rather than content delivery methods as most reforms do.
This thesis explores how the performance on a widely used test of conceptual understanding in mechanics compares between students taking a course with updated and modified content and students taking a traditional course. Better performance by traditional students was found to stem from their additional practice on the types of items which appeared on the test. The results of this work brought into question the role of the introductory physics course for non-majors.
One aspect of this new role is the teaching of new methods such as computation (the use of a computer to solve numerically, simulate and visualize physical problems). This thesis explores the potential benefits for students who learn computation as part of physics course. After students worked through a suite of computational homework problems, many were able to model a new physical situation with which they had no experience.
The failure of some students to model this new situation might have stemmed from their unfavorable attitudes towards learning computation. In this thesis, we present the development of a new tool for characterizing students' attitudes. Preliminary measurements indicated significant differences between successful and unsuccessful students.
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Boonyaraksa, Chayan. "An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332157/.
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The purpose of this study was to investigate the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding actual teaching performance and effective teaching performance. The sample consisted of a total of 56 physics instructors, 120 major-physics students, and 120 nonmajor-physics students at eight public universities in Thailand. A total of 53 physics instructors or 94.64 percent, 101 major-physics students or 84.17 percent, and 107 nonmajor-physics students or 89.17 percent responded in this study. Multivariate analysis of variance, univariate analysis, one-way analysis of variance, and multiple regression were used in the follow-up assessment, with the .05 level of significance.
The physics instructors, major-physics students, and nonmajor-physics students perceived actual teaching performance in class to be significantly different from effective teaching performance. The three groups rated actual teaching performance on every factor to be less than sffective teaching. There was a significant difference between the physics instructors' perceptions and the major-physics students' perceptions regarding actual teaching performance, and also there was a significant difference between the physics instructors' perceptions and the nonmajor-physics students' perceptions regarding actual teaching performance. However, there was no significant difference between major-and nonmajor-physics students' perceptions regarding actual teaching performance. There was no significant difference among the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding effective teaching performance. The variables of sex and the highest degree were the significant predictors of the physics instructors' perceptions regarding actual teaching performance. The variable of GPA was the significant predictor of the nonmajor-physics students' perceptions regarding actual teaching performance.
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Anderson, Mindi Kvaal. "Comparing the Effectiveness of Three Unique Research Based Tutorials for Introducing Newton's Second Law." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/AndersonMK2009.pdf.
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Maronde, Dan. "The effectiveness of teaching methods designed to improve student engagement and retention of physics subject matter for both science and non-science majors." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4976.
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Students' mastery of concepts is evaluated using pre- and post-tests, and effects on class performance and retention within the major are examined. Input from both groups of students in the study was obtained through interviews and surveys.; The necessity of students' engagement with the subject matter for successful learning is well-documented in education research in general, and in physics education research in particular. This study examines the merits of two different programs designed to improve student learning through enhanced student engagement with the material. The target populations of the two programs are different: One is the group of students taking a physical science class as part of the general curriculum required of non-science, non-engineering majors; the other is the group of students, mostly in engineering disciplines, who must take the calculus-based introductory physics sequence as part of their majors' core curriculum. The physical science class is required for non-science majors due to the importance of having a science-literate public. To improve this group's engagement with the subject matter, Physics in Films approaches the subject in the context of scenes taken from popular Hollywood films. Students' learning in the class is evaluated by comparison between performance on pre- and post-tests. The students are also polled on their confidence in their answers on both tests, as an improved belief in their own knowledge is one of the goals of the class. For the calculus-based physics group, a large issue is retention within the major. Many students change to non-science majors before the completion of their degree. An improved understanding of the material in the introductory physics sequence should help alleviate this problem. The Physics Suite is a multi-part introductory physics curriculum based on physics education research. It has been shown to be effective in several studies when used in its entirety. Here, portions of the curriculum have been used in select sections of the introductory physics classes. Their effectiveness, both individually and in conjunction, is studied.ID: 029809914; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 122-125).
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Mylott, Elliot Eckman. "Development of Physics Curriculum for Pre-Health Students." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3779.
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Many pre-health students are required to take introductory physics as undergraduates, though they often struggle to see the relationship between medicine and what they learn in these courses. In order to help students make that connection, reformed curriculum was adopted that teaches physics through the context of biomedicine. This dissertation will discuss the development, implementation, and assessment of the reformed curriculum for the introductory and intermediate level physics courses that targets the needs of pre-health students.
The curriculum created during this project include laboratory activities, multimedia content, and other instructional materials all of which present physics in biomedical contexts. The laboratory activities focus on exploring the physical principles behind common medical devices or concepts such as body composition analyzers or computed tomography. This often required researching, designing, and building devices for use in the classroom. Videos interviews with biomedical experts detail how physics is used in their fields. The texts written for these courses serve as a fundamental scientific introduction to the physical concepts and technical discussions of their application in biomedicine. An online homework platform allows for the implementation of a flipped classroom. Homework integrates the material, probing both conceptual understanding and problem solving. Multiple forms of assessment have been used to improve the content and clarity of the curriculum.
The research for this project includes a study of the impact of these course reforms on students' attitudes toward physics. Shifts in attitudes were assessed using the Colorado Learning Attitudes about Science Survey (CLASS), course surveys, student interviews, and conceptual quizzes. Data was collected from students in the reformed course and a concurrent course taught using a traditional physics curriculum that does not have a focus on biomedicine.
The results show that students' attitudes were affected by the reforms in multiple ways including students' ability to contextualize physical phenomenon through biomedical applications. Direct responses from the students indicated that they appreciated that the course included biomedically relevant content. They stated that the course had helped them to make connections with physics that they were not able to make in previous physics classes. However, a portion of the students qualified their approval of the course reforms by stating, for example, that they felt they were missing out on other topics due to the biomedical focus.
There is evidence that other factors such as class meeting time could have played a role in students' attitudes as well. Students were surveyed multiple times throughout the year. Results of these surveys show that students' attitudes tend to decrease during fall term, but improve after winter and spring term. These results suggest that greater gains in favorable attitudes could be achieved by course reforms in fall term, where positive attitudes are at a minimum.
Illustration-based quizzes were administered to assess students' conceptual understanding and contextualization of different physical phenomena. The quizzes featured open-ended prompts about illustrations similar to those often seen in physics instruction. Few significant differences in conceptual understanding were found between students in the reformed and traditional courses. However, students in the reformed course were more likely to cite biomedical applications of the physical phenomena.
These course reforms teach physical principles through their application to biomedical technology and have positively impacted students' appreciation for the relationship between physics and biomedicine.
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Gneiding, Ivan Meskauskas. "A física na formação de tecnólogos." Universidade Tecnológica Federal do Paraná, 2010. http://repositorio.utfpr.edu.br/jspui/handle/1/2506.
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CAPESEste trabalho relata um estudo que investigou o papel e a importância da Física nos Cursos Superiores de Tecnologia, tendo como base o Câmpus Curitiba da Universidade Tecnológica Federal do Paraná (UTFPR), instituição considerada referência em educação técnica e tecnológica no Brasil. Partindo da premissa de que a Física tem grande importância para, ao menos, proporcionar bases técnicas e científicas aos estudantes, mas que ela pode, além disso, ter papel fundamental na formação geral, esta pesquisa procurou mostrar as relações entre a Física e a formação de tecnólogos nos cursos investigados. Fundamentando-se nos trabalhos de Celso Suckow da Fonseca, Luiz Antônio Cunha e Nilson Marcos Dias Garcia, buscou-se, através de pesquisa documental, evidenciar a presença de conceitos de Física nas propostas de ensino das escolas de formação profissional, desde as Escolas de Aprendizes Artífices, até o surgimento da educação tecnológica de nível superior. Tomando como fontes documentos oficiais da UTFPR e relatos concedidos em entrevistas pelos(as) seus(suas) coordenadores(as) e professores(as), foi possível mostrar e analisar, no momento atual, a presença da Física nos cursos investigados, assim como analisar o contexto em que ela se insere, sua importância e seus papéis em cada um deles. Os resultados apontaram que os conceitos de Física se fazem bem mais presentes do que os documentos mostram, e têm participação em diversos níveis, desde ser considerada uma simples ferramenta ou mesmo um conhecimento geral, até fazer parte da estrutura do curso, representando forte base sobre a qual ele pode ser organizado, contribuindo, assim, de forma diversa, em carga horária e conteúdo. Mesmo em cursos em que ela se faz pouco presente, desempenha um papel de relevante importância, dando condições de compreensão científica, técnica e tecnológica aos estudantes, e proporcionando o estabelecimento de raciocínios fundamentais para compreensões tanto acadêmicas quanto profissionais, ou ainda pessoais e sociais.
This work reports a study which investigated the role and importance of Physics in Technology Undergraduate Programs, being based on the Curitiba Campus of the Federal University of Technology - Paraná (UTFPR), an institution considered a point of reference in technical and technological education in Brazil. Starting from the premise that Physics has a large importance in, at least, providing technical and scientific basis for the students, but also that it can have a fundamental role in general formation, this research intended to show the relations between Physics and the formation of technical personnel in the investigated programs. Underlain by the works of Celso Suckow da Fonseca, Luiz Antônio Cunha e Nilson Marcos Dias Garcia, this research sought to evidence, through a documental investigation, the presence of Physics concepts in teaching proposals of professional formation schools, from the Schools of Artifice Apprentices up to the emerging of technological teaching in undergraduate programs. Taking as sources the official documents of UTFPR and testimonies conceded in interviews with coordinators and professors of this institution, it was possible to show and analyze, at the current moment, the presence of Physics in the investigated programs, as well as to analyze the context in which it is inserted, its importance and its roles in each one of them. The results showed that Physics concepts are a lot more present than what was shown by the documents and participate at several levels, from being considered a simple tool or general knowledge, to being part of the program structure, representing a strong basis on which it can be organized, thus contributing in diverse manners to credit load and content. Even in programs in which Physics is not too present, it performs a role of great importance, offering conditions for scientific, technical and technological comprehension to the students, enabling the establishment of fundamental thoughts for both academic and professional comprehensions, as well as private and social.
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Lo, Kin-keung, and 羅建強. "An investigation of computer assisted testing for civil engineering students in a Hong Kong technical institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627000.
Full textBooks on the topic "Physics Study and teaching (Higher) Victoria"
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Scottish Qualifications Authority. Higher: Physics. Edinburgh: Leckie & Leckie, 2006.
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Scottish Qualifications Authority. Higher physics 2008-2012. Edinburgh: Bright Red, 2012.
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Scottish Qualifications Authority. Higher physics, 2007-2011. Edinburgh: Bright Red Publishing, 2011.
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Jim, Lowrie, and Steven Alastair, eds. Higher still physics: Higher level. 3rd ed. Oxford: Oxford University Press, 1998.
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Teaching physics: With the physics suite. Hoboken, NJ: John Wiley & Sons, 2003.
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Scottish Qualifications Authority. Higher physics: 2010-2014. Paisley, Scotland: Hodder Gibson, 2014.
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Swartz, Clifford E. Teaching introductory physics: A sourcebook. Woodbury, N.Y: American Institute of Physics, 1997.
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Scottish Qualifications Authority. Advanced higher, physics 2008-2012. Edinburgh: Bright Red Publishing, 2012.
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Physics at the 18 ̊Interface: a Cause for Concern? (Conference) (1989 Coventry, England). Physics at 18 ̊. Edited by Burr Adrian Alexander, Institute of Physics (Great Britain) Education Group, and Association for Science Education. Bristol, Eng: IOP Publishing, 1989.
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Gedgrave, Isabel. Modern teaching of physics. Chandni Chowk, Delhi: Global Media, 2009.
Find full textBook chapters on the topic "Physics Study and teaching (Higher) Victoria"
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Adaktilou, Nektaria, Costas Cartalis, and George Kalkanis. "A Learning Platform For The Introduction Of Remote Sensing Principles In Higher Education In A Blended Learning Collaborative Environment." In Dynamic Advancements in Teaching and Learning Based Technologies, 142–61. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch008.
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The purpose of this study was the creation of a pedagogy inclusive electronic platform for the introduction of Remote Sensing principles to University students. In Universities throughout the world, there is a constant research about new and more flexible ways of teaching and organizing learning in all thematic areas. Environmental Remote Sensing is the measurement from a distance, of all the spectral features of the Earth’s surface and the atmosphere. These measurements are usually made by instruments carried by satellites and they are processed to create information concerning regional and global environmental issues. Remote Sensing is an interdisciplinary thematic area that evolves in a very fast manner. This course has been taught at the Physics Department of the University of Athens in the traditional lecture-based manner until now. This study describes the design, development, pilot application and formative evaluation of the learning platform proposed. The indices derived for the educational proposal’s evaluation demonstrated that the platform has a very good potential to support learning in the area of Remote Sensing and act as an interactive digital repository of knowledge that may enhance students’ learning and facilitate the organization and management of the course.
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Kousloglou, Manolis, Anastasios Zoupidis, Anastasios Molohidis, and Euripides Hatzikraniotis. "Enhancing Students' Motivation by STEM-Oriented, Mobile, Inquiry-Based Learning." In Advances in Educational Technologies and Instructional Design, 176–200. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3861-9.ch009.
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STEM education promotes scientific inquiry and engineering design, including mathematics, incorporating appropriate technologies. Portable technologies motivate active learning of students and enable accessing to learn resources, facilitating cross-disciplinary designing tasks. This chapter initially presents theoretical approaches of STEM education, mobile learning, and inquiry-based learning, and then it describes an inquiry-based short-term intervention that took advantage of portable digital devices in a STEM class. The aim of the intervention was to study its affection on students' motivation about physics. Results indicate that students who participated in the activity had higher motivation scores than their classmates who attended lessons with conventional teaching methods. The findings also show that the students involved in a guided inquiry-based process became more profoundly engaged in STEM than their classmates who followed a structured inquiry process. Other factors, such as grade point average (GPA) and gender, did not seem to affect student motivation.
Conference papers on the topic "Physics Study and teaching (Higher) Victoria"
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.
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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Zheng, Lan, Hong Liang, and Xueyan Zhou. "Empirical Study on Online Experimental Teaching Design of Physics at Harbin University under the Background of Epidemic Prevention and Control." In 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.034.
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Schiltz, Guillaume. "Student Evaluation of Teaching (SET): Clues on how to interpret written feedback." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5390.
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In this paper we present the preliminary results of a study covering 217 written comments submitted in the formal university SET questionnaire of two undergraduate physics lectures for engineering students. Concerning the SET-metrics, one of the lectures was rated as critical, while the other lecture had good results. The analysis is based on the praise and criticism framework elaborated by Hyland/Hyland (2001) for written feedback. Our findings, which also relate written feedback to quantitative variables and contrast the results between critical and good evaluations, provide a deeper insight for both, teachers and educational developers, on how to interpret written comments in a quality management process.
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Laiton, Ignacio. "Thinking Skills in Problem Solving: Pre-Knowledges." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9342.
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The present article shows the results of a study aimed at evaluating the way in which physics students of first semesters use the thinking skills in problem solving. We speak of pre-knowledge in terms of prior theoretical knowledge of an area of knowledge, in this case it is about identifying pre-knowledge in the case of thinking skills for students who have recently entered higher education. At present, the teaching of thinking skills is considered one of the main characteristics of education for the 21st century. An instrument of ten problems submitted to expert judgment was designed to be applied during the academic semester to the students of electrical physics of two Colombian universities during the years 2016 and 2018. Are evaluated the categories of description, representation, identification of relationships, use of the mathematical model and drawing conclusions for each of the problems. The results show statistically a very low starting point in the ability to use such skills, and is in turn a reflection element for the design of effective pedagogical strategies in solving problems in physics in higher education.
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Gimeno, Cecilia, Carlos Sánchez-Azqueta, Santiago Celma, and Concepción Aldea. "Electrónica enREDada: An experience with a webinar program." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2552.
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Information and communications technologies (ICTs) are an invaluable tool to facilitate meaningful learning. In this work, a webinar program (‘Electrónica enREDada’) is presented that complements the teaching-learning process in selected courses of electronics in degree and master studies in Physics. These webinars allow an innovative approach to the study of specialized topics, improving the training of the student and promoting his/her scientific knowledge in the field of electronics by means of specific and informative modules. This learning activity is part of a comprehensive strategy towards the implementation of e-learning activities in all courses taught at the Electronics area. This learning activity consists of two webinar modules: one being of a synchronous nature and specialized contents, and the other one of an asynchronous nature and featuring distributed learning, which is intended not only for students of physics but also of other related degrees.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Rūdolfa, Arta, Linda Daniela, David Scaradozzi, Laura Screpanti, and Arianna Pugliese. "Research Strategy for the Evaluation of Students’ Success in the Project “Innovative Educational Robotics Strategies for Primary School Experiences”." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.83.
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Educational robotics has been used for a relatively long time to promote the development of students’ computational thinking, but in most cases, such activities are offered as extracurricular activities to students who are interested in robotics and programming or in specific study programmes in higher education. Despite the fact that Seymour Papert developed the programming language LOGO to change the way children learn to use technology as early as 1980, this concept is still not widely used in compulsory education. It should be kept in mind that the inclusion of robotics in the learning process can not only contribute to the development of competencies such as programming and the integration of different components, sensors and actuators but also support the learning of mathematics, physics and chemistry in an innovative way. To support the development of innovative solutions for teaching educational robotics to primary school students, the ERASMUS+ project “Innovative Educational Robotics Strategies for Primary School Experiences” (No. 2019-1-IT02-KA201-063073) was launched, aiming to develop a variety of teaching materials for both students and teachers, to create educational robots for two levels of complexity, and to include these activities in the compulsory schooling process for primary school students. In the initial stage, students acquire basic knowledge of robotics, and at the second level of difficulty, the focus is on marine robots. In order to evaluate the results achieved by all these activities, a design-based research model has been developed that uses several complementary research methods, and this paper describes this model, showing how it organizes data acquisition and uses them to improve materials to offer scientifically proven activities.
Reports on the topic "Physics Study and teaching (Higher) Victoria"
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities