To see the other types of publications on this topic, follow the link: Physics Study and teaching (Higher) Victoria.
Journal articles on the topic 'Physics Study and teaching (Higher) Victoria'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Physics Study and teaching (Higher) Victoria.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full text
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Zhang, Tianhua. "Study on the Mixed English Teaching Model in Higher Vocational Colleges Under the Background of Big Data." Journal of Physics: Conference Series 1852, no. 3 (April 1, 2021): 032013. http://dx.doi.org/10.1088/1742-6596/1852/3/032013.
Full text
12
Rusanova, Inna Aleksandrovna, and Oleg Vladimirovich Nedopekin. "Quest as a modern form of teaching physics and vocational guidance." Samara Journal of Science 10, no. 4 (December 1, 2021): 285–88. http://dx.doi.org/10.17816/snv2021104308.
Full textAbstract:
The most important component of improving the educational system of a higher educational institution in the way of training students is the activity of the teaching staff associated with individual work with applicants and students by involving them in research work, involving students in projects and participation in career guidance work. Currently, there is an overestimated expectation of adolescents from the choice of their future activities after finishing secondary educational institutions and their vague idea of the profession when choosing a particular higher educational institution. This paper examines a game in the form of a quest as a means of increasing schoolchildrens motivation to study Physics and as an example of demonstrating vocational guidance work of a higher educational institution with students in order to increase their interest in the conscious choice of further education in natural science. The forms of carrying out such quests at the Institute of Physics are given and possible ways for the development of such forms are discussed. Additionally, data is provided on the increased interest in their future profession among students participating in the quests. The approbation of this form of work with applicants at Kazan (Volga Region) Federal University showed a significant degree of involvement of applicants and contributed to the development of interest in Physics.
13
Cabajon, Helen Abbas. "The Teaching of General College Physics in Jolo." Community Medicine and Education Journal 3, no. 1 (November 23, 2021): 187–201. http://dx.doi.org/10.37275/cmej.v3i1.128.
Full textAbstract:
The purpose of this study is to record, examine and describe the common teaching strategies employed by college faculty members teaching general college physics in the five colleges in Jolo and to know as well what combination of teaching strategy employed by physics teacher in Jolo enhances achievement scores of students. Likewise, the evaluation on the learning facilities used in teaching physics was also taken into consideration. The study utilized the descriptive method of research and the normative survey technique was used for data gathering Purposive sampling was utilized and the respondents taken were composed of all faculty members handling college physics subjects and their respective students enrolled during the second semester of school year 2010 to 2011. The findings showed that the top three most common teaching strategies employed by teachers in teaching general college physics in Jolo are: problem solving, lecture, and board work. These strategies enhanced achievement scores of students. On the other hand, as far as learning facilities are concerned they were inadequate as most important equipment and tools necessary in the teaching of physics subjects were not available and if existing they were not functioning. However, despite the inadequacy of learning facilities, majority of the students have higher probability of passing the course based on their midterm exam. It is highly recommended that physics teachers must be exposed to various teaching strategies in order for them to be abreast with the latest methods in teaching physics. Furthermore, administrators are urged to upgrade school laboratories by procuring equipment, materials and other learning facilities indispensably needed in the teaching of general college physics.
14
Wijaya, Tommy Tanu, L. M. Rizki, W. Yunita, Umi Salamah, J. Pereira, Cheng Zhang, Xinxin Li, and A. Purnama. "Technology Integration to teaching mathematics in Higher Education during Coronavirus Pandemic using SAMR Model." Journal of Physics: Conference Series 2123, no. 1 (November 1, 2021): 012043. http://dx.doi.org/10.1088/1742-6596/2123/1/012043.
Full textAbstract:
Abstract Technology integration is one of the abilities teachers need to support teaching and learning activities and direct students to deep learning. Choosing a learning media based on technology is more difficult in statistics lesson. This study aimed to analysis the ability of teachers in integrating technology during the coronavirus pandemic using the SAMR model. This research used a qualitative method, this research data was in the form of information on what technology was used and how the teacher integrated technology during the coronavirus pandemic. Data was collected by means of observation and interviewing 2 Guangxi Normal University students who took this course. The results showed that the ability of teachers to integrate technology in statistics lesson during coronavirus pandemic was at every SAMR level. This study proves that the coronavirus pandemic has a positive impact on teachers’ ability to integrate technology.
15
Wenno, Izaak Hendrik, Pieter Wattimena, and Luky Maspaitela. "Comparative Study between Drill Skill and Concept Attainment Model towards Physics Learning Achievement." International Journal of Evaluation and Research in Education (IJERE) 5, no. 3 (June 23, 2016): 211. http://dx.doi.org/10.11591/ijere.v5i3.4541.
Full textAbstract:
Alternative learning model that can be used in teaching physics to overcome the problems of lack of student learning achievement is a model of skill training (drill skills, and the concept attainment model. Drill skill model is a teaching technique in which students carry out training activities on what they have learned, so that the material already taught more embedded in the minds of students, and students will have the dexterity or higher, while the concept attainment is a model of achievement of learning model that is designed to help students to be more easily learn a concept. The purpose of this study was to compare the results between student who was teached with drill skill model and concept attainment model. The quasi-experimental type was used. Sampling was done randomly in order to obtain two classes one for the first experimental group with drill skill, and the second one for the second experimental group with concept attainment model. These results suggest that the science-physics learning achievement of students with drill skill model is better than using a concept attainment model.
16
Milicevic, Dragana, and Ljiljana Pecic. "Cooperative learning in teaching physics and art in secondary schools." Facta universitatis - series: Physics, Chemistry and Technology 14, no. 1 (2016): 61–78. http://dx.doi.org/10.2298/fupct1601061m.
Full textAbstract:
Teaching physics in primary and secondary schools is realized through classic lecturing in classes of about 30 students, individual examinations, written tests and assignments and laboratory exercises. Knowledge is transferred from teachers to students mostly in its final form, which is not motivating for students or their teachers to develop and construct knowledge actively. A good way to overcome this problem is active teaching/learning through application of cooperative form of learning, where the aim is that students study through interaction which they enter on the basis of their previous knowledge and skills and to become active creators of their knowledge. This study presents a research survey with the aim to establish effects of cooperative learning of physics and music as well as physics and art in secondary schools. The surveys we conducted show that this approach to teaching contributes to a higher level of understanding, better transfer of knowledge, better achievement and also to the inner motivation of both students and teachers. The obtained results indicate that cooperative learning can be applied to students of all ages, for all school subjects and within a large number of themes.
17
Матжанов, Н. С. "METHODOLOGY FOR IMPROVING THE TEACHING OF QUANTUM PHYSICS AT THE UNIVERSITY." Education and innovative research, no. 4 (August 5, 2021): 118–27. http://dx.doi.org/10.53885/edinres.2021.92.85.018.
Full textAbstract:
Квантовая физика - это одна из важных областей физики, которая занимается изучением явлений и процессов в микромире. Именно квантовая физика помогает в интерпретации явлений и процессов, изучаемых в молекулярной, атомной и ядерной физике. В данной статье рассматриваются вопросы преподавания квантовой физики в высших учебных заведениях. Вместе с тем, изложены возможности использования информационно-коммуникационных и педагогических технологий в преподавании квантовой физики в высших учебных заведениях. Kvant fizikasi - bu fizikaning muhim sohalaridan biri bo‘lib, u mikroolamdagi hodisalar va jarayonlarni o‘rganish bilan shug‘ullanadi. Molekulyar, atom va yadro fizikasida o‘rganilayotgan hodisa va jarayonlarni talqin qilishda aynan kvant fizikasi yordam beradi. Ushbu maqolada oliy ta’lim muassasalarida kvant fizikasini o‘qitish masalalari muhokama qilingan. Shuning bilan birga, oliy ta’lim muassasalarida kvant fizikasini o‘qitish jarayonida axborot-kommunikatsion va pedagogik texnologiyalardan foydalanishning imkoniyatlari bayon etilgan. Quantum physics is one of the important areas of physics that deals with the study of phenomena and processes in the microcosm. It is quantum physics that helps in the interpretation of phenomena and processes studied in molecular, atomic and nuclear physics. This article discusses the issues of teaching quantum physics in higher educational institutions. At the same time, the possibilities of using information and communication and pedagogical technologies in teaching quantum physics in higher educational institutions are described.
18
Baloyi-Mothibeli, Seipati L., Christian Sunday Ugwuanyi, and Chinedu I. O. Okeke. "Exploring Grade R teachers’ mathematics curriculum practices and strategies for improvement: Implications for physics teaching." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 238–50. http://dx.doi.org/10.18844/cjes.v16i1.5523.
Full textAbstract:
This study sought strategies to improve teachers’ professional curriculum practices in a Grade R mathematics class. A phenomenological research design was employed to generate data for the study using a sample of fifteen participants. A semi-structured interview guide was used to collect the data for the study. In this regard, the interview guide was properly validated, and trial tested. Data collected for this study were analysed using a thematic analysis. The findings of the study showed that the strategies for improving teachers’ professional curriculum practice in a Grade R mathematics class include employing adequately qualified Grade R teachers; aking available teaching and learning resources;ncouraging sufficient parental involvement; encouraging support by authorities; and, using adequate language for teaching and learning. It was therefore concluded that for Grade R teachers to engage learners in Professional Curriculum Practices (PCP), they need to have access to teacher development programmes. This finding implicates physics teaching in the sense that proficiency in mathematics teaching is imperative for physics teaching. Thus, a practical approach to mathematics teaching can as well be deployed in the teaching of physics concepts due to the abstract nature of the subjects (Mathematics and Physics). In order words these identified strategies for mathematics teaching can be used for physics teaching at a higher education level. Thus, it was recommended that the integrated teacher development programme should be implemented to enable teachers to be fully engaged in Grade R mathematics classes.
Keywords: Improvement, Strategies, Teachers’ Professional Curriculum Practice, Grade R Mathematics.
19
Morokhovets, H. Yu, M. S. Saienko, Yu V. Lysanets, and O. V. Silkova. "THE USE OF MAPLE MATHEMATICAL SOFTWARE IN TEACHING MEDICAL AND BIOLOGICAL PHYSICS." Medical and Ecological Problems 22, no. 1-2 (March 20, 2018): 63–65. http://dx.doi.org/10.31718/mep.2018.22.1-2.14.
Full textAbstract:
Computerization of training becomes an integral part of the educational process. The development of technologies, mobile devices necessitates the improvement and updating of training courses. The use of software in the learning process is widespread, which requires from a modern student to master the mathematical apparatus, to have knowledge of the basics of programming and the ability to work at the level of a confident user with a variety of software tools and applications. Particularly relevant is the need for the use of computer technologies during the study of topics for self-directed study. The introduction of information technologies will enrich the content and diversify the ways of mastering new topics, stimulating students for self-education and self-development. The article is devoted to application of the software package of applied mathematics Maple during the educational process of students of higher medical establishments.
20
Gunawan, Gunawan, Ni Made Yeni Suranti, Nina Nisrina, and Lovy Herayanti. "Students’ Problem-Solving Skill in Physics Teaching with Virtual Labs." International Journal of Pedagogy and Teacher Education 2 (November 7, 2018): 10. http://dx.doi.org/10.20961/ijpte.v2i0.24952.
Full textAbstract:
Problem-solving is a high-level ability to find solution to a problem. In the problem-solving process, students have to identify and understand the problems, plan the solutions, execute the plans and review the resolution process. This ability is needed by students to produce meaningful knowledge. This article discusses the effect of virtual labs in physics learning toward student’s problem-solving abilities. The improvement of problem-solving skills was analyzed in each step of the solution process. This quasi-experimental study was conducted at three different senior high schools. There were 165 students participating in this study, all of whom were divided into three experimental groups and three control groups. The research instrument used was five to eight questions of essay test. The results showed that the problem-solving ability of the experimental group was higher than that of the control group at each school. The analysis of each problem-solving step showed that, in each school, the students' ability to identify and define the problem and also to establish goals and objectives show a similar result. Students have an excellent ability in identifying problem up to plan for problem-solving, whereas for the step of analyzing the choice of ideas and step to follow up of problem-solving overall still need to be improved. Students who are unable to complete a particular problem-solving step will not be able to complete the next step well.
21
Novikova, N. G., N. V. Pronina, and N. V. Klishkova. "Review of interactive methods of teaching physics at medical University." Bulletin of the Russian Military Medical Academy 20, no. 3 (December 15, 2018): 219–24. http://dx.doi.org/10.17816/brmma12372.
Full textAbstract:
The article is devoted to the analysis of the literature on the methodology of teaching physics in high school in the section on the application of interactive teaching methods. The review of lecture, practical and seminar forms of contact interactive educational activity of students is presented. Specifically, the actual conceptual approach, based on the principles of the methodology of fundamental disciplines to the organization of educational activity of students, as a research partnership of student-tutor, is presented. The conceptual approach is developed in the context of requirements of modern educational standards of formation of students’ professional competencies. By order of the Ministry of education and science of the Russian Federation, the Federal state educational standard of higher education defines research activity as one of the main types of professional activity, to which graduates who have mastered the speciality program in medical specialities are prepared. Graduates who have mastered the program of the specialty, will have to solve professional tasks of a research sector, which are determined by the Federal state educational standard of higher education including, as an analysis of scientific literature and official statistical surveys, participation in statistical analysis and public presentation of the results, participation in solving individual research and scientific-applied problems in the field of health diagnosis, treatment, medical rehabilitation and prevention. Thus, the role of the educational departments of educational institutions, where students study the sections of such fundamental Sciences as physics and mathematics, the methodology of which is scientific research, increases significantly. Realization of the educational potential of the methodology in basic Sciences is available in the professional research tasks in conditions of a new conceptual approach to the organization of training of students in the sections of these Sciences. The format of the prolonged interactive research partnership student-tutor at all stages of educational activity is considered as effective one for the students’ training for the solution
22
Adi, Nugroho Prasetya, Suparno Suparno, Mudilarto Mudilarto, Edi Istiyono, Rattiwizal Alpin Y, Muhammad Zaini, and Syayid Qosim M.J.A. "Physics Comprehensive and Contextual Teaching Material (PhysCCTM) untuk Meningkatkan Higher Order Thinking Skill (HOTS) Siswa SMA." Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya) 2 (November 28, 2017): 164. http://dx.doi.org/10.20961/prosidingsnfa.v2i0.16388.
Full textAbstract:
<p class="AbstractEnglish"><strong>Abstract:</strong> This study aimed to: (1) produce Physics Comprehensive and Contextual Teaching Material (PhysCCTM) which was reasonably for physics learning in SMA, and (2) examine the effectiveness of Physics Comprehensive and Contextual Teaching Material (PhysCCTM) to increase students Higher Order Thinking Skill (HOTS). This research used R&D methods with 4D models consisting of (1) Define, (2) Design, (3) Developt, and (4) Disseminate. The resulted product is PhysCCTM. The data were colleted by using an evaluation sheet of product, and test of HOTS. The data were analyzed using Aiken V to assess the product quality, and N-Gain analysis. The result of this research produced teaching material PhysCCTM which: (1) was reasonably to increase students HOTS with very good category based on expert, teachers, and good category based the response of students, and (2) effective to increase students HOTS significantly by effectivity on Partial Eta Squared in Multivariate Test with the value is 90,4%.</p><p class="KeywordsEngish"> </p><p class="AbstrakIndonesia"><strong>Abstrak:</strong> Penelitian ini bertujuan: (1) untuk menghasilkan Physics Comprehensive and Contextual Teaching Material (PhysCCTM) yang layak untuk pembelajaran fisika di SMA, dan (2) menguji efektivitas Physics Comprehensive and Contextual Teaching Material (PhysCCTM) dalam meningkatkan Higher Order Thingking Skill (HOTS) siswa SMA. Penelitian pengembangan ini menggunakan metode R&D dengan model 4D yang meliputi tahap (1) Define, (2) Design, (3) Develop, dan (4) Disseminate. Produk yang dihasilkan adalah PhysCCTM. Instrumen pengumpulan data yang digunakan adalah lembar penilaian perangkat pembelajaran, dan lembar penilaian HOTS. Teknik analisis data yang digunakan adalah Aiken V untuk melihat kualitas produk dan analisis General Linier Model (GLM). Hasil penelitian menunjukkan bahwa telah dihasilkan produk PhysCCTM yang: (1) layak digunakan untuk meningkatkan HOTS dengan kategori sangat baik berdasarkan penilaian ahli dan guru, serta kategori baik berdasarkan respon siswa, dan (2) efektif untuk meningkatkan HOTS siswa secara signifikan berdasarkan efektivitas pada Partial Eta Square di Multivariate Test dengan nilai 90,4%.</p>
23
Gunawan, Gunawan, Lovy Herayanti, Imran Imran, and Habibi Habibi. "Using Computer Simulation for Teaching Mechanics Concept." Jurnal Pendidikan Fisika dan Teknologi 8, no. 1 (May 31, 2022): 37–41. http://dx.doi.org/10.29303/jpft.v8i1.3474.
Full textAbstract:
Computer technology presents opportunities and innovations in physics learning. Some of the concepts of physics are abstract concepts. Learning abstract concepts requires appropriate media assistance. In this research, we have developed some computer simulations to support the learning concept of mechanics. The study aimed to examine the effectiveness of computer simulation in students’ understanding of mechanics. The sample used is students from the department of physics education who took a mechanics course at University of Mataram. Data were collected using multiple-choice and essay tests and then analyzed quantitatively. Data analysis used the ANAVA test and N-gain score. The result of the research shows the influence of computer simulation on students’ understanding of the concept of mechanics. Improvement occurs in all sub-materials of mechanics. The average for the concept mastery of students in the experimental group is higher than that of the control group. Statistically, the difference in the increase in the concept mastery between the two groups did not significantly differ. The improvement in students' concept of learning using computer simulation was higher than the control group who studied conventionally.
24
Bitibayeva, Zh M., and E. V. Ponomarenko. "Some issues of teaching physics in higher education in the context of a pandemic and ways to solve it." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 75–82. http://dx.doi.org/10.31489/2021ped4/75-82.
Full textAbstract:
Currently, it is necessary to intensify the scientific activity of teachers-researchers to introduce new methods and technologies of remote learning into the teaching of physics to students. The results of the information search and the analysis of modern scientific and methodological literature show that the methodological system of teaching physics in higher education in the context of the pandemic is not developed. The methodological system in this article is understood as the relationship between goals and objectives, approaches, results, content, principles of activity, methods and techniques, forms and means of teaching. The analysis of scientific literature, documents in the field of higher education, the study of pedagogical experience, forecasting, systematization, observation, questioning, pedagogical experiment, the method of expert evaluation were applied in the study. According to the results of the study, it was concluded that the author's method of studying the topic «Nuclear reactions» as a part of the methodological system of remote physics training for high school students contributes more than the traditional one to obtaining the expected educational results in remote learning. The elements of the methodological system were successfully tested. Packages of accompanying materials were created, a digital handout was made, problem situations and cases were selected, etc. The relevance of the stated tasks is generally explained by the need to modernize the education system, the requirement to improve the quality of training in accordance with the development of the Republic of Kazakhstan and progressive world experience.
25
Lamanauskas, Vincentas, and Rytis Vilkonis. "THE USAGE OF THE INTERNET IN TEACHING PHYSICS: THE ANALYSIS OF A SITUATION AND PREDICTIONS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 1 (March 15, 2006): 6–16. http://dx.doi.org/10.48127/gu-nse/06.3.06.
Full textAbstract:
In the developing knowledge-based society information technologies play a particularly significant role. However, even the most advanced technologies will not give a necessary effect, if their usage (application) in the educational system is not adequate to the current development of technologies and increased educational needs. In the author’s opinion, our epoch is marked with global environmental crisis and the advent of information age. Extensive implementation of a range of information technologies into high and higher school curricula and the emphasis on environmental issues in education are two leading trends in contemporary education. We maintain that it would be optimal if the computer (especially using the Internet) is a natural teaching / learning aids like books and other sources of information. On the other hand, it is necessary to create conditions for teachers to raise qualification. This is emphasized by numerous researchers. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching physics. The main aim of the study is to analyse the situation of the usage of the Internet for teaching physics and highlight the hindering/encouraging factors of its usage in the teaching process. The most important study tasks have been formulated: • To analyse the situation of the usage of the Internet for teaching physics; • To identify the hindering/stimulating factors of Internet usage for teaching physics; • To highlight the experts’ opinion about the expected development perspectives of Internet usage for teaching physics in the nearest five years period. The study employed expert inquiry. The type of expert inquiry – “Delphi study”, containing several experts’ inquiries (stages). The data of every round are generalised and repeatedly submitted to the experts. Such procedure is repeated several times, most often 3-4 times. The study was carried out in September – December 2005. In the first stage of the study the experts replied to 5 essential questions. In the opinion of the majority of experts (62%) the usage of the Internet during the nearest five years will increase only insignificantly. 31% of experts maintain that the usage of the Internet will increase significantly and 7% think that it will not change at all. Having studied and generalised the first stage results, the new questionnaire for the second stage of the study was prepared. It was identified that the most important factors, hindering the Internet usage were as follows: poor computerisation of physics rooms and the shortage of the Internet access, poor school technical possibilities and poor funding, shortage of specialized Internet websites and of websites applied for teaching physics, poor knowledge of foreign languages, etc. The most important stimulating factors: the wish to interest pupils and search for more diverse teaching forms, the possibility to present the phenomena to the pupils that they find difficult to imagine, the diversification of the demonstration and laboratory teaching aids, etc. In the third stage of the study the experts had to assess the generalised second stage results. In many cases the experts approved the generalised assessment of the current situation; however, they noted that the situation in town schools and village schools differed. The experts clearly expressed their concern regarding the immoderate ICT usage in the teaching process and emphasized that the computer will never replace the teacher’s explanation and natural experiments with real physical bodies in the real environment. Some conclusions were indicated: • The Internet possibilities for teaching physics are not being fully used both for objective and subjective reasons. • It is expected that during the nearest five years the Internet usage will increase only insignificantly. • Higher effectiveness of ICT application for teaching physics can be achieved in the presence of continuous monitoring (how the situation changes, what influences it, etc.), on the other hand, the physics teachers need continuous methodical assistance, independent of their formal qualification. Effective ICT application for teaching physics is one of the composite parts of the competence of physics teachers. • Continuous studies and in-service training institutions should allocate more attention raising the qualification of physics teachers in this field. Key words: teaching physics, Internet usage, expert inquiry
26
Pullicino, Nathan, and Charles Bonello. "Challenges Faced by Maltese Students Studying Advanced Level Physics." Information 11, no. 8 (August 17, 2020): 397. http://dx.doi.org/10.3390/info11080397.
Full textAbstract:
One of the aims of the Secondary Education Certificate (SEC) Physics syllabus is “to provide the basis for further study of the subject”. This research determined the extent to which the syllabus is fulfilling this aim. In this study, seven post-secondary Physics teachers participated in semi-structured interviews and 200 students provided feedback to a questionnaire. Areas in which the SEC Physics syllabus is not preparing students well enough to further their studies in the subject were identified and suggestions were given to help improve the situation. This study confirmed that there is an academic disparity between SEC and Advanced Matriculation (AM) Physics. This disparity is highlighted in the problem-solving skills necessary for success at both levels, mathematical physics, language and in concepts which are highly abstract. The study also confirmed that there is a large amount of rote learning involved in SEC level Physics. As a result, students learn superficially and struggle to grasp the complex concepts taught in A-level Physics. In order to prepare students better for post-secondary education, SEC Physics students should be asked to answer questions which involve higher levels of thinking and to solve more complex mathematical problems. Furthermore, more frequent practical sessions, a greater degree of student involvement and a greater emphasis on the link between theoretical ideas and practical work is also recommended. A shift of emphasis is required from teaching content to teaching higher order thinking skills.
27
Rusinov, Alexey S. "Teaching students the equations of mathematical physics using educational electronic resources." RUDN Journal of Informatization in Education 18, no. 2 (September 3, 2021): 188–96. http://dx.doi.org/10.22363/2312-8631-2021-18-2-188-196.
Full textAbstract:
Problem and goal. Currently, information and telecommunications technologies are widely used in the professional activities of most specialists in various subject areas. This circumstance initiates the training of students in higher education institutions, who must have not only deep subject knowledge, but also be able to master modern information and telecommunications technologies and be able to apply them in their activities. One of the fundamental disciplines that is included in the university curricula for preparing students of physical and mathematical fields of study is Equations of mathematical physics. In the process of teaching students the equations of mathematical physics, the goals are set not only to form students' solid subject knowledge, but also to acquire the skills and abilities to apply modern information technologies in the study of mathematical models based on the equations of mathematical physics. Methodology. Educational electronic resources are used in training sessions on mathematical physics equations. Such training sessions with students take place in the form of laboratory classes, where modern computer technologies are used to find solutions to equations of mathematical physics and then analyze them. Results . The implementation of didactic principles of teaching mathematical physics equations in laboratory classes using educational electronic resources allows students to achieve good results in the methods of studying mathematical physics equations. Conclusion. The use of educational electronic resources in the classroom on the equations of mathematical physics allows students, in addition to deep subject knowledge, to acquire the skills and abilities to use modern computer techno- logies to solve mathematical problems.
28
Geršak, Vesna, Tina Giber, Gregor Geršak, and Jerneja Pavlin. "Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?" Sensors 22, no. 15 (July 30, 2022): 5704. http://dx.doi.org/10.3390/s22155704.
Full textAbstract:
This study describes how wearable devices can be used in elementary schools to compare some aspects of different teaching approaches. Upper arm wearables were used as an objective tool to compare three approaches when teaching science: (i) classical frontal teaching, (ii) embodied (kinesthetic) teaching, and (iii) a distance teaching approach. Using the wearables, the approaches were compared in terms of their impact on students’ psychological arousal and perceived well-being. In addition, short-term and long-term knowledge gain and physiological synchronization between teacher and students during the lecture were assessed. A synchronization index was defined to estimate the degree of physiological synchronization. During distance teaching, by means of measurements with wearables, students were significantly less physically active and significantly less psychologically aroused. Embodied teaching allowed significantly higher physical activation than during the other two approaches. The synchronization index for all three teaching approaches was positive with the highest values for distance and frontal teaching. Moreover, knowledge gain immediately after the embodied lessons was higher than after frontal lessons. No significant differences in the long-term knowledge retention between the three different teaching methods were found. This pilot study proved that wearables are a useful tool in research in the field of education and have the potential to contribute to a deeper understanding of the mechanisms involved in learning, even in complex environments such as an elementary school classroom.
29
Zbaravska, Lesia, Olha Chaikovska, Ruslana Semenyshena, and Viktor Duhanets. "Interdisciplinary approach to teaching physics to students majoring in agrarian engineering and agronomy." Independent Journal of Management & Production 10, no. 7 (May 1, 2019): 645. http://dx.doi.org/10.14807/ijmp.v10i7.912.
Full textAbstract:
This study reports on interdisciplinary approach to teaching physics to the students majoring in agrarian and mechanical engineering. Physics plays a crucial role in mastering major disciplines by students of technical universities. Ukrainian higher education provides primarily mono-disciplinary approach to teaching academic and major subjects, so called teaching isolated disciplines. The interdisciplinary aspect of teaching physics corresponds to the requirements of modern society to educate competitive and qualified specialists in agricultural and engineering spheres. The study aims at defining the essence of interdisciplinary links between physics and major subjects, at specifying the peculiarities of job-focused physics tasks, at demonstrating the necessity of implementation the professional context in the process of studying. The paper investigates this issue by analyzing, comparing, systematizing the pedagogical literature.The study is based on monitoring and pedagogical experiment that proved the insufficient level of professional orientation of physics course. Pedagogical experiment was carried (out from 2014 to 2017). The students of State Agrarian and Engineering University in Podilya, Tavriyskiy State Agrarian University majoring in Agrarian Engineering and Agronomy and the students of Sumy National Agrarian University majoring in Agricultural mechanization took part in the survey. The sample involved 150 students. The study demonstrated such advantages of interdisciplinary approach to teaching physics through occupation-based task scenarios as student engagement and highly qualified specialists, subject interaction. The results of the experiment showed the insufficient level of professional competence of physics course. The material in this article, he patterns of physics course tasks accompanied by illustrations for students of mechanical engineering and agrarian departments, in particular, can be used in educational process.
30
Johra, Hicham, Ekaterina Aleksandrova Petrova, Lasse Rohde, and Michal Zbigniew Pomianowski. "Digital Twins of Building Physics Experimental Laboratory Setups for Effective E-learning." Journal of Physics: Conference Series 2069, no. 1 (November 1, 2021): 012190. http://dx.doi.org/10.1088/1742-6596/2069/1/012190.
Full textAbstract:
Abstract Hands-on experiments in laboratories are fundamental educational tools for technical sciences. However, laboratories are expensive and not always accessible to students: lockdown and in-person meeting restrictions due to the ongoing Covid-19 pandemic, distant location of teachers and students, facilities used for higher-priority purposes. Moreover, creating specific experimental setups for teaching only can be costly. In that context, digitalizing laboratory setups provides an attractive teaching alternative for remote e-learning. Digital twins are not meant to replace real-world experiments but should enable flexible teaching and effective learning at a lower cost. They complement physical setups and can be virtual extensions, allowing for larger and more complex study cases. e-learning is now popular and many educational institutions provide open-access videos of entire courses. However, the digitalization of practical exercises for engineering is yet limited. The e-learning effort presented in this paper aims to establish a series of digital twins of experimental setups for teaching building physics, energy in buildings and indoor environment. The development of the two first digital twins is detailed here. They are designed for teaching operation and balancing hydronic heating systems. Their numerical models and graphical user interfaces are created with the LabVIEW programming environment.
31
SARYBAYEVA, A., Zh DARIBAY, and G. SAMBETOVA. "PROBLEMS OF APPLICATION OF ACTIVE LEARNING METHODS IN PHYSICS AND METHODS OF SOLUTION." Iasaýı ýnıversıtetіnіń habarshysy 121, no. 3 (September 30, 2021): 147–59. http://dx.doi.org/10.47526/habarshy.v3i121.742.
Full textAbstract:
This article discusses the problems that arise when using active methods of teaching physics in the educational process according to the updated curriculum, and ways to solve them. The analysis of documents, survey methods, analysis of the results of scientific research on the topic. Analysis of domestic and foreign articles. As a result of the study, problems, difficulties and a number of ways to solve them were identified when using active teaching methods by teachers of physics and natural science. In addition, the classification and benefits of active teaching methods are presented. Examples of active physics lessons, practical exercises are considered. It guides students in solving theoretical problems and issues of daily life. It is convenient to systematize a large amount of information in lectures and practical exercises, where the main issues of the topic are explained and recommendations for independent study of the material are given. The results of scientific research can be a useful and auxiliary tool for students, young professionals, teachers of physics and natural science in higher and special educational institutions.
32
Ghosh, Koushik. "Impact of diksha app as an electronic resource in english language teaching learning process in different kendriya vidyalayas’ of india." Journal of Physics: Conference Series 2286, no. 1 (July 1, 2022): 012019. http://dx.doi.org/10.1088/1742-6596/2286/1/012019.
Full textAbstract:
Abstract This paper seeks to present the impact of Diksha App as an electronic resource in English Language Teaching Learning process in different Kendriya Vidyalayas’ of India. NEP-2020 Para 23.6 emphasizes on the integration of technology-based education platforms, such as Diksha across school and higher educational institutions for using e-contents in teaching learning processes and to use this platform for the professional development of the teachers. NEP-2020 also emphasizes on tech-savvy teachers. Diksha is such a platform through which training can be imparted both to the teachers and to students, not only that it can be used as a great resource of English language teaching learning process. How far Diksha app as a teaching learning tool is fruitful to put some light on that the researcher made a case study, a questionnaire was implemented through Google form and both the qualitative and quantitative analysis of the data has been done of the collected data received from different KVS English teachers from all over the India. This practical study also diagnoses the different demerits and limitations of Diksha App as an English Language Teaching Learning tool. The result and discussion shows some positive implications for different stakeholders on the usages of Diksha App in English Language teaching learning process.
33
Yuliati, Siti Rohmi, and Ika Lestari. "HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION." Perspektif Ilmu Pendidikan 32, no. 2 (October 10, 2018): 181–88. http://dx.doi.org/10.21009/pip.322.10.
Full textAbstract:
Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher.
References
Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a
Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34.
Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138–145.
Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652. doi:10.5897/err2015.2371
Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35–43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795
Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://doi.org/10.1007/s13394-016-0170-6
Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687–689. https://doi.org/10.1109/ICCSE.2012.6295167
Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1–18.
Ersoy, E., & Başer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790
Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a
Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86–100. https://doi.org/10.5539/elt.v11n7p86
King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1–176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf
Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632
Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154–160. https://doi.org/10.1080/00405849309543591
McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147–160. https://doi.org/10.1080/14703290902843778
Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2
Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190–223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf
Nguyen, T. (2018). Teachers ’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam, 10(1), 8–19.
Puchta, H. (2007). More than little parrots: Developing young learners’ speaking skills. Www.Herbertpuchta.Com.
Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93–100. https://doi.org/10.11114/jets.v3i4.769
Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90–99. https://doi.org/10.1023/A:1009682924511
Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y
Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. Retrieved from http://www.masree.info/wp-content/uploads/2017/02/20170226-IRJES-VOL-1-ISSUE-1-ARTICLE-1.pdf
Tan, S. Y., & Halili, S. H. (2015). Effective teaching of higher-order thinking (HOT) in education. The Online Journal of Distance Education and E-Learning, 3(2), 41–47.
Thomas, A., & Thorne, G. (2009). How to increase higher level thinking | center for development and learning. The Center for Learning and Development Blog. Retrieved from http://www.cdl.org/articles/how-to-increase-high-order-thinking/
Thompson, T. (2008). Mathematics teachers’ interpretation of higher-order thinking in Bloom’s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96–109. https://doi.org/10.1126/science.318.5856.1534
Watson, J. M., Collis, K. F., Callingham, R. A., & Moritz, J. B. (1995). A model for assessing higher order thinking in statistics. Educational Research and Evaluation,(Vol.1). https://doi.org/10.1080/1380361950010303
Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233–249. https://doi.org/10.1016/j.tsc.2013.06.002
Zohar, A., & Schwartzer, N. (2005). Assessing teachers’ pedagogical knowledge in the context of teaching higher-order thinking. International Journal of Science Education, 27(13), 1595–1620. https://doi.org/10.1080/09500690500186592
Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing mathematics teachers’ knowledge in teaching thinking skills. Sains Humanika, 9(1–4), 83–87. https://doi.org/10.11113/sh.v9n1-4.1129
34
Nurulwati*, Nurulwati, Cut Refereni Afdar, Shahruddin Zakaria, and Yusrizal Yusrizal. "The Relationship of Self-Efficacy Towards High Level of Thinking Ability of USK Physics Education Student in Basic Physics I Course." Jurnal Pendidikan Sains Indonesia 10, no. 3 (July 20, 2022): 527–37. http://dx.doi.org/10.24815/jpsi.v10i3.24153.
Full textAbstract:
The high-order thinking ability of students is currently a problem that is so difficult to improve because it must be extra developed in teaching and learning activities. This can happen because students do not often improve their higher order thinking in everyday life and in the learning process. Most students tend to have difficulty solving problems when the lecturer gives problems with a higher level of difficulty than usual. The cause of this problem needs to be investigated. This study aims to determine the relationship between self-efficacy and higher-order thinking skills of students of the Department of Physics Education, FKIP USK. The approach used is a quantitative approach with a descriptive correlational type of research. The sample of this study was the 2019 USK FKIP Physics Education students which consisted of 71 students. Data collection techniques used are questionnaires and tests. Questionnaire and test data were analyzed by descriptive analysis and Product Moment correlation analysis. The results showed that self-efficacy had a relationship with higher-order thinking skills (Sig. (2-tailed) = 0.001 0.05). It is recommended that future studies use more samples so that the results of the analysis obtained will be more accurate
35
Prasetyo, Dwi, Basuki Wibawa, and Diana Nomida Musnir. "Development of Mobile Learning-Based Learning Model in Higher Education Using the Addie Method." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 911–17. http://dx.doi.org/10.1166/jctn.2020.8740.
Full textAbstract:
Learning model is a series of meetings in the teaching and learning process that occurs between lecturers and students in college. Along with the development of information technology through mobile learning, the learning process also experiences a positive impact, namely by utilizing smartphone devices. The purpose of this study is: accelerate transformation and facilitate communication learning between lecturers and students. The method used in this study is ADDIE method. The results expected with the support of smartphone devices can improve the quality of students. So that lecturers and students can interact in the teaching and learning process without being constrained by space and time. The optimism of the successful implementation of this Mobile Learning system is very high because the facilities and atmosphere of various parties are very supportive coupled with the need to be a priority requirement for everyone in this case students or students.
36
Andriani, Andi Arie, Ana Dhiqfaini Sultan, Salwa Rufaida, and Nurfadilah Nurfadilah. "Development of Physics Learning Media Based-Mobile Learning Using Adobe Flash CS6 at Muhammadiyah University of Makassar." Jurnal Pendidikan Fisika 9, no. 1 (January 30, 2021): 91–97. http://dx.doi.org/10.26618/jpf.v9i1.4651.
Full textAbstract:
This research is motivated by the fact that physics learning content based on mobile learning can be accessed widely and most students have cellphones, but it has not been widely used to increase student enthusiasm in learning physics. Physics Learning Media Based on Mobile Learning is an effort to solve this problem. One of them is by Development of Physics Learning Media-Based Mobile Learning Using Adobe Flash CS6. This study aimed to determine the development of learning media products based on mobile learning using adobe flash CS6 and to examine the the feasibility of learning media based on mobile learning using Adobe Flash CS6 at Muhammadiyah University of Makassar. This type of research was a research and development starting from the defining stage (define), the design stage (design), and the development stage (develop). This mobile learning-based physics learning media was tested for validity by 2 experts of media, and tested for its effectiveness by 33 students. The results achieved were the m-learning media products that used the adobe flash CS6 application with validity criteria that were relevant, consistent and have practical usability, as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education. as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education. as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education.
37
Rachim, Dimas Kukuh Nur. "Study of The Lazy Nature of Physics Students Using The Quadratic Optimal Control Method." Jurnal Penelitian & Pengembangan Pendidikan Fisika 6, no. 2 (December 31, 2020): 279–88. http://dx.doi.org/10.21009/1.06214.
Full textAbstract:
The lazy nature of learning is an obstacle in teaching and learning activities. The higher level of laziness will reduce the students learning achievement. This problem has motivated the author to make a mathematical model of student learning's lazy nature and analyze it. The lazy nature of learning is modeled to a discrete-time system with , denotes a state vector of the lazy nature, represents an input vector system in time, and denotes a coefficient matrix of and . The optimal quadratic control method is applied in the model to analyze the system's stability and give the interpretation of the model based on the graphics info obtained during the simulation process. The feedback controller is obtained as a result of optimizing the quadratic objective function. a feedback controller's existence makes the lazy nature of learning physics students decrease from time to time, and the system becomes stable.
38
Kuzmenko, O. S., I. M. Savchenko, and V. B. Demianenko. "FEATURES OF FORMATION OF ENGINEERING STEM COMPONENT IN TEACHING PHYSICS AND TECHNICAL DISCIPLINES IN INNOVATIVE EDUCATIONAL AND SCIENTIFIC ENVIRONMENT." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 3(19) (2020): 48–58. http://dx.doi.org/10.51707/2618-0529-2020-19-06.
Full textAbstract:
The article considers the current problems of implementation of STEM-technologies and the separation of engineering STEM-component, which is important for the formation of STEM-competencies in subjects of study. Teaching physics to students of non-physics specialties in technical institutions of higher education in the context of reforming physics education is carried out, as a rule, in the I–II courses. The content of the discipline “Physics” needs to be modernized in accordance with modern achievements of physics science and didactic principles of construction of the course of physics, considering the fundamentals, scientific, continuity and interdisciplinary connections. Therefore, the modernization of higher education in Ukraine requires taking into account the general trends in the development of higher education systems in the context of globalization and European integration processes, namely the trends in the development of STEM-education. It is established that the change in the field of higher education, in particular technics, taking into account the development of STEM-education involves revising the concept of training in each field, so modernizing the content of education requires updating the educational base (goals, content, methods, forms and means), through which in the future the implementation of modern innovative STEM-approaches will be carried out. Taking into account current trends and the main directions of improving the educational process, the method of teaching physics to effectively acquaint students with the basics of physics, which is required for further study of professionally oriented disciplines, should be aimed not only at qualitative, scientifically and methodologically sound teaching, provided by the educational activities of the teacher, and mainly to intensify the independent educational and research activities of students. Such a technique should develop and stimulate interest in knowledge and understanding of physics, their application in explaining the phenomena and processes of the microworld and the world as a whole and give students an effective system of knowledge, skills and form a natural worldview. The article outlines the peculiarities of the formation of the engineering STEM-component and gives an example of consideration of the work of the physics workshop with programming elements. It is determined that the physics experiment is an important factor in the development of STEM-education in higher education institutions of technical profile and methods of teaching physics. The use of STEM-technologies activates the independent cognitive-search activity of students before studying physics and technical disciplines.
39
Lourakis, Emmanuel, and Konstantinos Petridis. "Applying Scrum in an Online Physics II Undergraduate Course: Effect on Student Progression and Soft Skills Development." Education Sciences 13, no. 2 (January 26, 2023): 126. http://dx.doi.org/10.3390/educsci13020126.
Full textAbstract:
The everchanging higher education landscape dictates the need for innovative, engaging, and efficient teaching methods along with promoting soft skills among the students. Scrum’s framework for effective group work and its methodology tools is a perfect fit to this end since it has been previously applied in higher education for enhancing collaborative learning and developing skills such as communication, teamwork, and problem solving. This paper describes how Scrum was used remotely for a small portion of the students enrolled in an online Physics II undergraduate course during the pandemic lockdown period of an Electronic Engineering School. The primary goal was to investigate the feasibility of Scrum under remote teaching conditions as a facilitator of collaborative group learning. A secondary objective was to observe the students’ interactive engagement in distance learning, along with the possible advancement of soft skills. The paper concludes with the result analysis of the feedback collected from the teachers and the students involved in this study.
40
Striuk, A. M., and S. O. Semerikov. "Professional competencies of future software engineers in the software design: teaching techniques." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012012. http://dx.doi.org/10.1088/1742-6596/2288/1/012012.
Full textAbstract:
Abstract The article is devoted to one of the competence components of a mobile-oriented environment for professional and practical training of future software engineers. It is shown that the introduction of higher education standard 121 “Software Engineering” for the first (bachelor) level of higher education in Ukraine has generated a number of training quality assurance problems associated primarily with the low level of detailed competencies and program learning outcomes. By solving these problems, the detailed design of the system of professional competencies for future software engineers is developed. The article deals with the approaches to developing one of the most important special professional competences of future software engineers – the ability to participate in software design, including modeling (formal description) of its structure, behavior, and processes of functioning. Based on a historical and genetic review of the software engineering training practice of future software engineers in the USA, UK, Canada, Australia, New Zealand and Singapore, recommendations for choosing forms of training organization, selection of training content, ways of students’ and teachers’ activities in software engineering, modeling and designing tools; assessment of the appropriate competence formation level are formulated. The example of organizing design training in conditions close to industrial-studio training is considered. The problems of transition from architectural to detailed design and project implementation are shown. Prospects for further development of this study are to substantiate the third (after requirements engineering and design engineering) engineering component of software engineering – the software construction.
41
Kornilov, Viktor S., and Irina A. Khanina. "Development of ICT competence in high school students when teaching physics using digital laboratories." RUDN Journal of Informatization in Education 17, no. 2 (December 15, 2020): 146–52. http://dx.doi.org/10.22363/2312-8631-2020-17-2-146-152.
Full textAbstract:
Problem and goal. Currently, to school education in Russia is given a lot of attention, both from state structures and from the Ministry of Education of the Russian Federation. Federal State Educational Standards of secondary general education of the Russian Federation define high requirements for the level of training of schoolchildren. In modern conditions of the information society, the school education system is designed to prepare students who form a fundamental system of subject knowledge in school disciplines, develop active, creative, critical, analytical thinking, and ICT competence. Today, those students successfully study at higher educational institutions in the educational process which are widely used information and communication technologies, self-learning and shaping system of fundamental knowledge in university disciplines which are based on modern achievements of world science. Methodology. The development of ICT competence in high school students in teaching physics will depend on success rate of: improving the goals, objectives and content of teaching physics using digital laboratories together with educational Internet resources; implementing didactic principles of teaching physics using digital laboratories together with educational Internet resources, as well as forms, methods and tools for teaching physics using digital laboratories together with educational Internet resources. Results. At laboratory workshops in physics in the conditions of using digital laboratories together with educational Internet resources, high school students acquire the skills to apply modern computer technologies. High school students gain experience in analyzing the results of experiments on various physical processes and phenomena using digital laboratories together with educational Internet resources. High school students acquire in-depth knowledge not only of subject knowledge in physics, but also of the potential of digital laboratories and information technologies. Such knowledge, skills and abilities allow high school students to develop ICT competence. Conclusion. Developed in the process of teaching physics in the conditions of joint use of digital laboratories and educational Internet resources, ICT competence will allow high school students to be a successful student after graduation, entering a higher educational institution.
42
Purwiyantini, Yeni, Ani Rusilowati, and Budi Astuti. "The Effectiveness of Physics Teaching Materials on The Theme of “Global Warming Symptoms” based on Scientific Literacy to Increase The Students’ Cognitive Abilities." Physics Communication 3, no. 1 (September 29, 2018): 29–34. http://dx.doi.org/10.15294/physcomm.v3i1.15046.
Full textAbstract:
The purpose of this research is to develop teaching materials based on scientific literacy with categories of scientific literacy that isbalanced, feasible to use, easy to understand, and improve students’ cognitive ability. The study used pre-test and post-test control group design. Based on the results of the research, the ratio of the content of scientific literacy in the teaching materials developed with the ratio of 40%: 20%: 20%: 20%. Teaching materials are considered feasible to use with an average score of 91.67% eligibility score and legibility with an average score of 89.47%. The improvement of scientific literacy ability of students using scientific-based literacy materials was 0,51 while the students who used teaching materials circulating in school was 0,26. In the experimental class had increased of cognitive learning outcomes and the average of affective and psychomotor learning outcomes were higher than control class. This shows the literacy-based materials science material symptom of Global Warmingcould improve the ability of scientific literacy.
43
S, Novitasari. "EFEKTIVITAS BUKU AJAR BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) PADA MATERI ELASTISITAS DAN HUKUM HOOKE SISWA KELAS XI SMA NEGERI TUGUMULYO TAHUN PELAJARAN 2018/2019." SILAMPARI JURNAL PENDIDIKAN ILMU FISIKA 1, no. 1 (June 28, 2019): 77–86. http://dx.doi.org/10.31540/sjpif.v1i1.320.
Full textAbstract:
This study aims to determine the learning outcomes of class XI students in Tugumulyo State Senior High School 2018/2019 Academic Year after using the physics-based teaching material of elasticity and hooke’s law and to find out the students response to learning using the higher order thinking skills approach to elasticity and hooke’s law material of class XI students at Public High School Tugumulyo 2018/2019 Academic Year. The population of this study were all students of class XI and the subject of this study consisted of 34 students of class XI IPA 5 of State Senior High School Tugumulyo. Data collection is done by questionnaires, tests, and observations. The overall percentage of teaching material components was 79,24% (very good). The percentage of student responses to higher order thinking skills -based teaching materials is 76,53% (very good). In addition, from the results of daily test tests, the effectiveness percentage of 88.89% (very good) of students who scored above 70 out of 10 test items. The value of t count> t table with the value of t count = 2,13and t table = 1,697. So that the use of higher order thinking skills -based teaching materials can be said to be valid, practical and effective.
44
Aygün, Müge, and Yasemin Hacıoğlu. "Teaching the Sound Concept: A Review of Science and Physics Education Postgraduate Theses in Turkey." ATHENS JOURNAL OF EDUCATION 9, no. 2 (January 4, 2022): 257–76. http://dx.doi.org/10.30958/aje.9-2-5.
Full textAbstract:
The purpose of this study is to review the postgraduate theses on science/physics education in Turkey to guide the teaching of the sound concept. Although the theses examined within the scope of this study belong to a certain region, the previous literature shows us that the learning difficulties/misconceptions are generally independent of culture. Thirty-three theses in the database of The Council of Higher Education Thesis Center were analyzed inductively in the semi-systematic review process. For this, the stages of content analyses were used: Elimination and coding, placing them in themes, ensuring reliability and validity were followed respectively. Unit of analyses was conclusions of the theses and suggestions of the theses. In conclusion, both conventional and contemporary approaches have a positive effect on achievement or conceptual change on the sound concept. On the other hand, students and teachers/ candidates, in general, cannot relate their knowledge of sound to daily life, their level of knowledge is inadequate, and they have misconceptions/errors and confusions. It is beneficial to consider this situation in education. The most important output of this study is the lists of possible misconceptions or confusion about the concept of sound. Teachers and researchers can use these lists in their lessons or research. Keywords: education, physics, science, sound, thesis
45
Nurso, Santo, and Supriyadi. "Environmental Physics Program: An Evaluation and Reconstruction." International Journal of Science and Society 1, no. 3 (December 6, 2019): 45–56. http://dx.doi.org/10.54783/ijsoc.v1i3.28.
Full textAbstract:
Higher education faces major challenges in the interruption era. Universities in the Indonesian Ministry of Science, Technology and Higher Education are encouraged to revive the curriculum in accordance with the Indonesian National Qualifications Framework (INQF). However, this is considered to be lacking. Every argument that comes from recovery must be changed. Therefore, it is necessary to evaluate and reconstruct the course. Reconstruction is an improvement on a course based on the need to review its relevance to everyday needs. The purpose of this study is to evaluate and reconstruct the themes of environmental physics. Based on the assessment of PGRI Semarang University Physics Environmental Physics courses, it is concluded that learning and learning methods need to be modified by adapting requirements. The result of the reconstruction of environmental physics is the integration of ethane technology into teaching materials and methods. This integration will help students better understand the physical concepts of companies and their impact on the environment
46
Dupev, Oludipe Bimbola. "Instructional Needs Assessment of Physics Teachers in the Teaching of Physics and Physics Practical in Ogun State Secondary Schools, Nigeria." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 118–25. http://dx.doi.org/10.31578/jebs.v5i1.194.
Full textAbstract:
The study assessed the perceived instructional needs of physics teachers in the teaching of physics in secondary schools in Ogun-state, Nigeria. The study was a descriptive survey type of research. The sample was made up of eighty (80) physics teachers randomly drawn from forty-three (43) public Senior Secondary Schools in Abeokuta North, Abeokuta South and Ado Odo Ota Local Government areas of Ogun State. Data were collected by means of an Instructional Needs Inventory which consisted of 20 items on a 4–point Likert scale to which the teachers were required to indicate the extent of their instructional needs in Physics: “No help needed”, “Little Help Needed”, “Moderate Help needed” and “Much Help Needed”. The inventory was pretested on a pilot sample of 30 Physics teachers in Ijebu North and Ijebu-Ode Local Government areas of Ogun State. The Cronbach coefficient alpha value was found to be 0.88. One research question was posed and three hypotheses were tested at the 0.05 level of significance. The findings revealed that teachers need more help in developing questions that demand higher-order thinking skills; harnessing students’ existing ideas and conceptions; encouraging students participation in classroom lessons; connecting science concepts to real life examples; conceptual understanding of physics concepts; adapting teaching methods to meet individual students’ needs; linking students’ ideas, values and beliefs to their classroom experiences; engaging students in problem-solving activities; creating innovative ideas that can foster learning; improvising instructional materials; helping students to ask questions and discuss their learning experiences; presenting science experiences as enjoyable, interesting and relevant; helping students to plan and carry out investigation in the laboratory; helping students to learn by discovery and teaching science process skills. However, the research revealed that teachers need little help in measuring students’ conceptual understanding, helping students to interact actively with learning materials, using technology to enhance classroom experiences, assisting students to formulate their own questions, evaluating students’ learning and helping students to connect practical with underlying theoretical concepts. The results also revealed that the instructional needs of physics teachers were not significantly sensitive to gender differences, experiences and professionalism of teachers.
47
Chalyi, Alexander, Oleksii Sysoiev, Kyrylo Chalyy, Inna Kryvenko, Albina Kryshtopa, and Boris Koval. "SYNERGETIC PRINCIPLES OF MODERNIZATION OF TEACHING NATURAL DISCIPLINES FORMS IN HIGHER MEDICAL EDUCATION." Modern Higher Education Review, no. 5 (2020): 31–38. http://dx.doi.org/10.28925/2518-7635.2020.5.3.
Full textAbstract:
The educational system is a synergetic system; it is an open, nonlinear, dynamic and complex system. The importance of synergetics for education and science is associated with the possibility of creating a transdisciplinary dialogue, more effective study of interdisciplinary links, using this interdisciplinary direction for a deep understanding of the unity of laws of nature and society, and thus personal development as the ultimate goal of all educational activities. Reforming and modernizing of higher education in Ukraine, increasing the importance of independent work of students in the total amount of classroom and extracurricular training have led to priority interest in the introduction of e-learning content and other components of distance and telematics education, focused on ensuring compliance of national educational standards with international requirements and full participation of Ukraine in the development of European and world educational area. This article outlines the introduction stages of the latest technologies for teaching medical and biological physics with adequate reflection of the specifics of the pedagogical process in higher medical education in Ukraine. The rational combination of the latest technologies and classical methods of teaching natural sciences promotes mutual synergistic strengthening of the effects of their application and minimizes cognitive dissonance and disproportion of information needs and proposals in higher medical education of Ukraine. The article also tackles the issue of distance learning courses and programs by the world’s leading higher education institutions that have resulted in a significant increase in the number of Ukrainian higher education institutions that actively develop and use e-learning Internet resources and other forms of distance learning.
48
Rahmatullah, Rahmatullah, Fuad Tamami, Surya Jatmika, and Ibrahim Ibrahim. "Effect of Android-Based Contextual Teaching Materials on Students' Physics Problem-Solving Skills." Jurnal Pendidikan Fisika dan Teknologi 8, no. 1 (May 22, 2022): 23–29. http://dx.doi.org/10.29303/jpft.v8i1.3214.
Full textAbstract:
The integration of technology into learning needs to be done following the times. Many learning resources are still not integrated with technology that it hinders the attainment of students' problem-solving skills. Therefore, this research aims to determine the effect of android-based contextual teaching materials on students' problem-solving skills. This research is quasi-experimental with a pretest-posttest control group design. The research population was all students of class X of SMAN 3 Mataram. The research sample used class X MIA 3 as the control group and class X MIA 5 as the experimental group. The data collection instrument used a test with several problem-solving indicators. Problem indicators used include solving, planning, explaining solutions, and evaluating. Data analysis used t-test and N-gain to see the magnitude of the effect. The results of the t-test showed a data significance value of 0.004. This result is still below the α value (sig. < 0.05), meaning that there is a positive effect from the treatment given. The experimental group got a higher increase than the control group. The difference in the increase occurred for the sub-materials and all indicators of problem-solving skills. Therefore, the conclusion of the study is that android-based contextual teaching materials have a positive effect on students' physics problem-solving skills.
49
Kuzmenko, O. S., I. M. Savchenko, and V. B. Demianenko. "METHODICAL FEATURES OF IMPLEMENTATION OF THE RELATIONSHIP BETWEEN SYMMETRY AND ASYMMETRY BASED ON STEM EDUCATION." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 2(24) (2022): 58–66. http://dx.doi.org/10.51707/2618-0529-2022-24-07.
Full textAbstract:
The authors analyze the concept of symmetry and asymmetry in the process of teaching physics in technical institutions of higher education. The relationship between symmetry and asymmetry in the process of teaching physics based on STEM technologies is revealed. The use of fundamental ideas of physics (for example, symmetry and asymmetry) taking into account STEM technologies is highlighted. The interrelation of symmetry and conservation laws about their fundamentality is clarified; the technique of the integrated approach of physics and disciplines of the professionally-oriented profile, on an example of studying cosmetic loadings, is presented. It was found that the formation of independent cognitive-exploratory activities of students should use physics problems with consideration of fundamental concepts, such as symmetry caused by the development of motives, cognitive interest and scientific thinking and the acquisition of professional competencies. The demonstration of engineering and technical component of STEM education and development of methods of studying disciplines taught to students of technical institutions of higher education, taking into account the integrated approach and interdisciplinary links, is relevant. The transition to STEM training requires improving the methodology of teaching physics in terms of integrated, systematic, professionally-oriented approaches, which includes: the use of new methods, techniques, teaching aids that would help solve several methodological problems; application and introduction in the educational process of physics of interesting and important scientific achievements, as well as strengthening those aspects that stimulate and intensify the independent cognitive activity of students of technical institutions of higher education. It is established that to improve the quality of teaching physics in future technical specialists it is necessary to systematically improve the methodology of educational and cognitive activities, and more widely apply STEM-learning technologies, which leads to productive mental and practical activities of students in the process of mastering educational material. In the future, work on the study of this problem can be carried out in the following areas: development of a new approach to changing the structure and content of working curricula, improving the content and system of teaching physics taking into account STEM technologies, strengthening the connection between the teaching of physics course and the professional orientation of students of non-physical specialities of technical universities in the context of STEM education.
50
Yatsura, Mykhailo, Anna Gamarnyk, Olga Tadeush, and Yemelyanova Darya Yemelyanova Darya. "Knowledge control of higher school students majoring in Physics in General Physics and Profession-oriented English by means of testing." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2022, no. 1 (138) (March 17, 2022): 58–67. http://dx.doi.org/10.24195/2617-6688-2022-1-8.
Full textAbstract:
One of the important problems of the methodology of teaching any discipline is the effective identification of the objective level of students’ knowledge, acquired skills and abilities in the study of a discipline. Traditional methods of testing and assessing knowledge contain some drawbacks: excessive time spent on the exam; elements of teacher’s subjectivity that may occur; inability to clarify clear criteria for assessing knowledge, etc. Based on this, and the prospects for the reform of higher education in Ukraine, such methods of knowledge control are needed, which would allow teachers not only to establish an objective level of students’ knowledge, but also to identify (diagnose) the causes of gaps in student learning so that they could on its basis help the student to overcome the identified gaps. This method, devoid of most of the above shortcomings, is computer testing, the use of which for a long time as a means of monitoring and evaluating students’ achievements in studying the course of General Physics and Profession-oriented English at the Department of Materials Science and New Technologies (State higher educational institution "Vasyl Stefanyk Precarpathian National University"), at the Department of Physics and the Department of Western and Oriental Languages and their Teaching Methods (The State Institution“ South Ukrainian National Pedagogical University named after K. D. Ushynsky”) has shown that the use of computer testing in the study of Physics and foreign languages in the professional field should be subject to certain reservations, since this method has some advantages alongside disadvantages that can distort the results of monitoring and evaluation of students’ achievements. Based on the analysis of the authors' experience as well as the analysis of pedagogical, psychological and scientific-methodological literature devoted to this problem, an attempt is made to establish the conditions and limits of computer testing in the organization of the learning platform (courses) in the fields of General Physics and foreign languages for the students majoring in Physics at institutes of higher education. The article states that computer testing, on condition that tests meet the quality requirements, should be used only for the current (thematic) control of knowledge during each semester. This method is at the same time an express control method aimed at testing students' knowledge in the process of studying General Physics and foreign languages; it is also a “sensitive” diagnostic method which allows you to identify shortcomings of a student in time in the process of learning, giving the teacher the opportunity to timely influence its course. The learning progress control (testing in theoretical modules) can be carried out by means of computer testing but with the use of certain additional precautionary methodological measures. It is more expedient to carry out the final control in the form of a quality written-oral examination.