Дисертації з теми "Physics Study and teaching (Higher) Victoria"

This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data.
Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly physical intuition, even if it was only implemented for a short period of time. Other findings relate to the nature of the cognitive actions and activities that the students engage in when learning to solve electromagnetism problems in a PBL environment for the first time and the tutoring actions that guide students in this context.

The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems. However, many students taking introductory physics courses fail to acquire a command of the concepts, methods and tools presented in these courses. The reforms proposed by this thesis focus on altering the content of introductory courses rather than content delivery methods as most reforms do. This thesis explores how the performance on a widely used test of conceptual understanding in mechanics compares between students taking a course with updated and modified content and students taking a traditional course. Better performance by traditional students was found to stem from their additional practice on the types of items which appeared on the test. The results of this work brought into question the role of the introductory physics course for non-majors. One aspect of this new role is the teaching of new methods such as computation (the use of a computer to solve numerically, simulate and visualize physical problems). This thesis explores the potential benefits for students who learn computation as part of physics course. After students worked through a suite of computational homework problems, many were able to model a new physical situation with which they had no experience. The failure of some students to model this new situation might have stemmed from their unfavorable attitudes towards learning computation. In this thesis, we present the development of a new tool for characterizing students' attitudes. Preliminary measurements indicated significant differences between successful and unsuccessful students.

The purpose of this study was to investigate the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding actual teaching performance and effective teaching performance. The sample consisted of a total of 56 physics instructors, 120 major-physics students, and 120 nonmajor-physics students at eight public universities in Thailand. A total of 53 physics instructors or 94.64 percent, 101 major-physics students or 84.17 percent, and 107 nonmajor-physics students or 89.17 percent responded in this study. Multivariate analysis of variance, univariate analysis, one-way analysis of variance, and multiple regression were used in the follow-up assessment, with the .05 level of significance. The physics instructors, major-physics students, and nonmajor-physics students perceived actual teaching performance in class to be significantly different from effective teaching performance. The three groups rated actual teaching performance on every factor to be less than sffective teaching. There was a significant difference between the physics instructors' perceptions and the major-physics students' perceptions regarding actual teaching performance, and also there was a significant difference between the physics instructors' perceptions and the nonmajor-physics students' perceptions regarding actual teaching performance. However, there was no significant difference between major-and nonmajor-physics students' perceptions regarding actual teaching performance. There was no significant difference among the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding effective teaching performance. The variables of sex and the highest degree were the significant predictors of the physics instructors' perceptions regarding actual teaching performance. The variable of GPA was the significant predictor of the nonmajor-physics students' perceptions regarding actual teaching performance.

Students' mastery of concepts is evaluated using pre- and post-tests, and effects on class performance and retention within the major are examined. Input from both groups of students in the study was obtained through interviews and surveys.; The necessity of students' engagement with the subject matter for successful learning is well-documented in education research in general, and in physics education research in particular. This study examines the merits of two different programs designed to improve student learning through enhanced student engagement with the material. The target populations of the two programs are different: One is the group of students taking a physical science class as part of the general curriculum required of non-science, non-engineering majors; the other is the group of students, mostly in engineering disciplines, who must take the calculus-based introductory physics sequence as part of their majors' core curriculum. The physical science class is required for non-science majors due to the importance of having a science-literate public. To improve this group's engagement with the subject matter, Physics in Films approaches the subject in the context of scenes taken from popular Hollywood films. Students' learning in the class is evaluated by comparison between performance on pre- and post-tests. The students are also polled on their confidence in their answers on both tests, as an improved belief in their own knowledge is one of the goals of the class. For the calculus-based physics group, a large issue is retention within the major. Many students change to non-science majors before the completion of their degree. An improved understanding of the material in the introductory physics sequence should help alleviate this problem. The Physics Suite is a multi-part introductory physics curriculum based on physics education research. It has been shown to be effective in several studies when used in its entirety. Here, portions of the curriculum have been used in select sections of the introductory physics classes. Their effectiveness, both individually and in conjunction, is studied.
ID: 029809914; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 122-125).
Ph.D.
Doctorate
Physics
Sciences

Many pre-health students are required to take introductory physics as undergraduates, though they often struggle to see the relationship between medicine and what they learn in these courses. In order to help students make that connection, reformed curriculum was adopted that teaches physics through the context of biomedicine. This dissertation will discuss the development, implementation, and assessment of the reformed curriculum for the introductory and intermediate level physics courses that targets the needs of pre-health students. The curriculum created during this project include laboratory activities, multimedia content, and other instructional materials all of which present physics in biomedical contexts. The laboratory activities focus on exploring the physical principles behind common medical devices or concepts such as body composition analyzers or computed tomography. This often required researching, designing, and building devices for use in the classroom. Videos interviews with biomedical experts detail how physics is used in their fields. The texts written for these courses serve as a fundamental scientific introduction to the physical concepts and technical discussions of their application in biomedicine. An online homework platform allows for the implementation of a flipped classroom. Homework integrates the material, probing both conceptual understanding and problem solving. Multiple forms of assessment have been used to improve the content and clarity of the curriculum. The research for this project includes a study of the impact of these course reforms on students' attitudes toward physics. Shifts in attitudes were assessed using the Colorado Learning Attitudes about Science Survey (CLASS), course surveys, student interviews, and conceptual quizzes. Data was collected from students in the reformed course and a concurrent course taught using a traditional physics curriculum that does not have a focus on biomedicine. The results show that students' attitudes were affected by the reforms in multiple ways including students' ability to contextualize physical phenomenon through biomedical applications. Direct responses from the students indicated that they appreciated that the course included biomedically relevant content. They stated that the course had helped them to make connections with physics that they were not able to make in previous physics classes. However, a portion of the students qualified their approval of the course reforms by stating, for example, that they felt they were missing out on other topics due to the biomedical focus. There is evidence that other factors such as class meeting time could have played a role in students' attitudes as well. Students were surveyed multiple times throughout the year. Results of these surveys show that students' attitudes tend to decrease during fall term, but improve after winter and spring term. These results suggest that greater gains in favorable attitudes could be achieved by course reforms in fall term, where positive attitudes are at a minimum. Illustration-based quizzes were administered to assess students' conceptual understanding and contextualization of different physical phenomena. The quizzes featured open-ended prompts about illustrations similar to those often seen in physics instruction. Few significant differences in conceptual understanding were found between students in the reformed and traditional courses. However, students in the reformed course were more likely to cite biomedical applications of the physical phenomena. These course reforms teach physical principles through their application to biomedical technology and have positively impacted students' appreciation for the relationship between physics and biomedicine.

CAPES
Este trabalho relata um estudo que investigou o papel e a importância da Física nos Cursos Superiores de Tecnologia, tendo como base o Câmpus Curitiba da Universidade Tecnológica Federal do Paraná (UTFPR), instituição considerada referência em educação técnica e tecnológica no Brasil. Partindo da premissa de que a Física tem grande importância para, ao menos, proporcionar bases técnicas e científicas aos estudantes, mas que ela pode, além disso, ter papel fundamental na formação geral, esta pesquisa procurou mostrar as relações entre a Física e a formação de tecnólogos nos cursos investigados. Fundamentando-se nos trabalhos de Celso Suckow da Fonseca, Luiz Antônio Cunha e Nilson Marcos Dias Garcia, buscou-se, através de pesquisa documental, evidenciar a presença de conceitos de Física nas propostas de ensino das escolas de formação profissional, desde as Escolas de Aprendizes Artífices, até o surgimento da educação tecnológica de nível superior. Tomando como fontes documentos oficiais da UTFPR e relatos concedidos em entrevistas pelos(as) seus(suas) coordenadores(as) e professores(as), foi possível mostrar e analisar, no momento atual, a presença da Física nos cursos investigados, assim como analisar o contexto em que ela se insere, sua importância e seus papéis em cada um deles. Os resultados apontaram que os conceitos de Física se fazem bem mais presentes do que os documentos mostram, e têm participação em diversos níveis, desde ser considerada uma simples ferramenta ou mesmo um conhecimento geral, até fazer parte da estrutura do curso, representando forte base sobre a qual ele pode ser organizado, contribuindo, assim, de forma diversa, em carga horária e conteúdo. Mesmo em cursos em que ela se faz pouco presente, desempenha um papel de relevante importância, dando condições de compreensão científica, técnica e tecnológica aos estudantes, e proporcionando o estabelecimento de raciocínios fundamentais para compreensões tanto acadêmicas quanto profissionais, ou ainda pessoais e sociais.
This work reports a study which investigated the role and importance of Physics in Technology Undergraduate Programs, being based on the Curitiba Campus of the Federal University of Technology - Paraná (UTFPR), an institution considered a point of reference in technical and technological education in Brazil. Starting from the premise that Physics has a large importance in, at least, providing technical and scientific basis for the students, but also that it can have a fundamental role in general formation, this research intended to show the relations between Physics and the formation of technical personnel in the investigated programs. Underlain by the works of Celso Suckow da Fonseca, Luiz Antônio Cunha e Nilson Marcos Dias Garcia, this research sought to evidence, through a documental investigation, the presence of Physics concepts in teaching proposals of professional formation schools, from the Schools of Artifice Apprentices up to the emerging of technological teaching in undergraduate programs. Taking as sources the official documents of UTFPR and testimonies conceded in interviews with coordinators and professors of this institution, it was possible to show and analyze, at the current moment, the presence of Physics in the investigated programs, as well as to analyze the context in which it is inserted, its importance and its roles in each one of them. The results showed that Physics concepts are a lot more present than what was shown by the documents and participate at several levels, from being considered a simple tool or general knowledge, to being part of the program structure, representing a strong basis on which it can be organized, thus contributing in diverse manners to credit load and content. Even in programs in which Physics is not too present, it performs a role of great importance, offering conditions for scientific, technical and technological comprehension to the students, enabling the establishment of fundamental thoughts for both academic and professional comprehensions, as well as private and social.

This study aimed to investigate students' models of probability in a modern physics context. The study was divided into three phases. The first phase explored student pre-knowledge about probability before modem physics instruction. The second phase investigated student understanding of concepts related to probability such as wave-particle behavior, the uncertainty principle, and localization. The third phase probed how students used the wave function to interpret probability in potential energy problems. The participants were students taking modem physics at Oregon State University. In the first phase, we developed a diagnostic test to probe mathematical probability misconceptions and probability in a classical physics content. For the mathematical probability misconceptions part, we found that students often used a randomly distributed expectancy resource to predict an outcome of a random event. For classical probability, we found that students often employed an object's speed to predict the probability of locating it in a certain region, which we call a classical probability reasoning resource. In the second and the third phases, we interviewed students in order to get more in-depth data. We also report the findings from Fall 03 preliminary interviews which indicated the need for a more detail theoretical framework to analyze student reasoning. Therefore, we employed the framework proposed by Redish (2003) to analyze the interview data into two perspectives - reasoning resources and epistemic resources. We found that most students used a classical probability resource to interpret the probability from the wave function. Additionally, we identified two associated patterns that students used to describe the traveling wave function in the potential step and barrier. Finally, we discuss some teaching implications and future research that the findings suggested.
Graduation date: 2005

The results of national examination in matric and universities showed that African students were performing very poorly in their studies and examinations in science and in physics in particular. The objective in this study was to investigate some of the difficulties both African teachers and students, that meant African learners, had in understanding physics, specifically mechanics. The study consisted of investigation of two themes, namely, conceptual and language difficulties. Conceptual Difficulties were investigated by means of three questionnaire tasks. Task One investigated learners' understanding of the concepts of force, energy, power, momentum, speed and other related mechanics concepts in the context of boulders rolling down and up a mountain slope. Task Two investigated subjects' understanding of the force on a ball that was thrown up by the hand, went up to the highest position, and then turned and fell freely back to the ground. Task Three investigated learners' understanding of the positions where speeds, velocities, accelerations and forces were equal on a ball as it was going up and on its way down. The Pilot group, among whom the wide pilot work of this study was done through some haphazard questionnaire, consisted of pre-service and in-service teachers selected from the North East Free State Highlands which was regarded as an appropriate location with a number of institutions with the necessary research subjects, ,since it was neither much urban nor much rural. Intensive study and analysis was done on this pilot work and it led to some real research study to be conducted within a more "focussed" group, namely, the Student group. This Student group which consisted of the first year physics students on the Pietermaritzburg Campus of the University of Natal, was selected for purposes of comparison. Two kinds of Reference groups were devised: for the Conceptual Difficulties investigation the Reference group consisted of physics lecturers and professors from several universities. Their unanimous responses together were regarded as a memorandum through which to correct the responses of the study subjects. For the Language Difficulties investigation the Reference group consisted of African physicists from several universities. There was no unanimous consensus on their mechanics concepts translations into their vernaculars. Analysis of written results and interviews showed that African students experienced Conceptual Difficulties in mechanics. The Conceptual Difficulties were similar to those conducted in many other countries around the world by physics education researchers. The Language Difficulties were of two types. Firstly, a translation from a single mother tongue term into multiple English (the language of instruction) terms revealed a lack of clear concepts differentiation among the subjects. Secondly, there was no consensus, even amongst African physicists, as to which vernacular terms and English terms correspond. In addition, the interaction of the use of African vernaculars with an alternative conceptualisation seemed to have resulted to many of the research subjects believing in a quantity that is intrinsic to a person or object. This quantity had attributes of several different mechanics quantities, such as force, momentum, energy and power. Two tasks were used in the second theme where Language Difficulties were investigated. Translations of conceptual terms that were supplied in Task One and Task Three of the first theme were given and examined. The phenomenon of reverse translation from mother tongue to English was identified as a source of Language Difficulties due to the availability of limited words for these conceptual terms in the vernaculars spoken in South Africa. However, the effect language on the subjects' understanding of mechanics was not simply the result of the lack of vocabulary, the study also showed that the research subjects conceptualised physics concepts differently from physicists, this was revealed by analysing their use of both English and their vernaculars. The results of the investigations were then discussed and compared with those obtained by other research workers in similar studies around the world. Some approaches in teaching physics to African students in an endeavour to alleviate these unearthed difficulties were proposed and recommended in the conclusion. It was further encouraged that more investigations would show to appropriately and successfully instruct the African learners the physics concepts, since some institutions lately managed to produce African physicists and physics professors.
Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 1998.

Although the merits of practical work in physics are often questioned, it remains part of physics curricula world-wide. In distance education the incorporation of practical work into the curriculum is considerably complicated by the unique logistics of the setting and the high cost involved. The research reported in this thesis emanated from the need to improve the practical work module for first year physics at the University of South Africa, one of the largest distance education universities in the world. Specifically, the home-based component which, up to the commencement of the research had been entirely text-based, needed to be addressed. To this end it was necessary to identify a valid and attainable set of objectives and to determine the characteristics, abilities and needs of the students in the target group. A survey polling the viewpoints of South African physics lecturers and students about the objectives of practical work was conducted and an extensive student profile comprising a biographic, cognitive and affective component was compiled. Biographically, the target group is unique in the sense that it consists mainly of adult learners, a large percentage of whom study in a second language. The cognitive component of the profile covered aptitude, proficiency in English, mathematics and the integrated science process skills and level of cognitive development, all of which were investigated for possible influence on performance in practical work. On an affective level, students displayed a very positive attitude towards practical work, seated mainly in their need for concrete exploration of the theory. A practical work module structured around an experiential learning cycle adapted to the distance education environment was subsequently designed. The study material developed for the module comprised an interactive study guide on data processing and experimental procedure, a home experiment kit with accompanying workbook and a laboratory manual. From the pilot study forming part of the development process, it was found that students performed significantly better in an assignment based on home-experimentation than in any of the pen- and paper assignments preceding it. Based on the results of the pilot study, a full home experiment kit was designed, evaluated, refined and implemented.
Physics
D.Phil. (Physics)

Two groups of students in introductory physics courses of an Access Program for engineering technologies were the subjects of this study. Students with a wide range of academic histories and abilities were enrolled in the program; many of the students were re-entry and academically unprepared for post-secondary education. Five years of historical data were evaluated to use as a benchmark for revised instruction. Data were gathered to describe the pre-course academic state of the students and their academic progress during two physics courses. Additional information was used to search for factors that might constrain academic success and as feedback for the instructional methods. The data were interpreted to regulate constructivist design features for the physics courses. The Engineering Technology Access Program was introduced to meet the demand from non-traditional students for admission to two-year engineering technology programs, but who did not meet normal academic requirements. The duration of the Access Program was two terms for electronic and computer engineering students and three terms for civil and mechanical engineering students. The sequence of mathematics and physics courses was different for the two groups. The Civil/Mechanical students enrolled in their first mathematics course before undertaking their first physics course. The first mathematics and physics courses for the Electronics students were concurrent. Academic success in the two groups was affected by this difference. Over a five-year period the success rate of students graduating with a technology diploma was approximately twenty-five percent. Results from this study indicate that it was possible to reduce the very high attrition in the combined Access/Technology Programs. While the success rate for the Electronics students increased to 38% the rate for the Civil/Mechanical students increased dramatically to 77%. It is likely that several factors, related to the extra term in the Access Program for the Civil/Mechanical students, contributed to this high retention rate. Additional time, with less academic pressure in the first term of the Access Program, provided the Civil/Mechanical students with the opportunity to develop academic skills and maturity resulting in improved self-concept and academic identity. These students may have been better equipped to take advantage of the alternate instructional setting of the revised physics courses. Results from a wide range of studies in Physics Education Research provide ideas and opportunities to improve instruction and students conceptual understanding in introductory physics courses. Most studies focus on traditional students and curriculum. The development and implementation of alternate curriculum and instruction may improve outcomes for different groups of students, particularly for students in disciplines indirectly related to the sciences.

A combination of theoretical perspectives is used to create a rich description of student reasoning when facing a highly-geometric electricity and magnetism problem in an upper-division active-engagement physics classroom at Oregon State University. Geometric reasoning as students encounter problem situations ranging from familiar to novel is described using van Zee and Manogue's (2010) ethnography of communication. Bing's (2008) epistemic framing model is used to illuminate how students are framing what they are doing and whether or not they see the problem as geometric. Kuo, Hull, Gupta, and Elby's (2010) blending model and Krutetskii's (1976) model of harmonic reasoning are used to illuminate ways students show problem-solving expertise. Sayer and Wittmann's (2008) model is used to show how resource plasticity impacts students' geometric reasoning and the degree to which students accept incorrect results.
Graduation date: 2013

D.Phil.
Reading constitutes a major part of academic activities especially at tertiary level where acquisition of knowledge depends on written texts. For university students in particular, key sources of new knowledge in domains of science, for example, are often textbooks, reference books, journal articles and laboratory manuals. In reading the texts, students are expected either to develop or to review information on their own. Unfortunately many first-year university students have difficulties understanding and acquiring knowledge from texts effectively and efficiently. This problem is often more pronounced among students who have to read through English second language (ESL). This study was prompted by complaints from the University of the North first-year physics lecturers that their first-year students were experiencing serious problems with accessing information from their prescribed texts. A provisional assumption made is that lack of reading strategies combined with lack of cognitive skills made worse by poor English language proficiency are to a great extent responsible for this failure. The aim of this study, therefore, is to explore the reading behaviour of the University of the North first-year students in as far as the learning of physics is concerned. Results show that these students do indeed lack cognitive and metacognitive strategies and that their English proficiency level is below what is expected of them at first year. They are therefore ill-prepared to deal with their prescribed text (physics) through this medium. This study recommends that students should be given explicit instruction in strategy selection and use but that these should be sufficiently flexible to be utilized in a variety of contexts and must eventually be owned by the students themselves for later use. The ultimate goal is for students to use the strategy without guidance from their lecturer

Mathematics plays a pertinent role in physics. Students' understanding of this role has significant implications in their understanding of physics. Studies have shown that some students prefer the use of mathematics in learning physics. Other studies show mathematics as a barrier in students' learning of physics. In this study the role of mathematics in students' understanding of electricity problems was examined. The study undertakes a qualitative approach, and is based on an intepretivist research paradigm. A survey administered to students was used to establish students' expectations on the use of mathematics in physics. Focus group interviews were conducted with the students to further corroborate their views on the use of mathematics in physics. Copies of students' test scripts were made for analysis on students' actual work, applying mathematics as they were solving electricity problems. Analysis of the survey and interview data showed students' views being categorised into what they think it takes to learn physics, and what they think about the use of mathematics in physics. An emergent response was that students think that, problem solving in physics means finding the right equation to use. Students indicated that they sometimes get mathematical answers whose meaning they do not understand, while others maintained that they think that mathematics and physics are inseparable. Application of a tailor-made conceptual framework (MATHRICITY) on students work as they were solving electricity problems, showed activation of all the original four mathematical resources (intuitive knowledge, reasoning primitives, symbolic forms and interpretive devices). Two new mathematical resources were identified as retrieval cues and sense of instructional correctness. In general, students were found to be more inclined to activate formal mathematical rules, even when the use of basic or everyday day mathematics that require activation of intuitive knowledge elements and reasoning primitives, would be more efficient. Students' awareness of the domains of knowledge, which was a measure of their understanding, was done through the Extended Semantic Model. Students' awareness of the four domains (concrete, model, abstract, and symbolic) was evident as they were solving the electricity questions. The symbolic domain, which indicated students' awareness of the use of symbols to represent a problem, was the most prevalent.
Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education (Physics Education)))

An exploratory case study research design was followed to explore and categorize 23 pre-service physics teachers’ understanding in the fields of superconductivity and nanotechnology at the Sultan Qaboos University in Oman. To elicit their responses, a five-stage categorical framework analysis was used. The five stages included identification of the thematic framework, familiarization, coding, placing the categories on a chart and finally, interpretation. A conceptual survey test (Conceptual Survey of Superconductivity and Nanotechnology) was administered to the pre-service physics teachers to form four independently homogenous ability focus groups. This was followed by focus group discussions whose data were analyzed to group their conceptions in both the epistemological as well as ontological categories. From the focus group discussions, six categories were considered from previous studies, namely; lateral alternative conceptions, ontological conceptions, naïve physics, Ohm’s p-primes, mixed conceptions and loose ideas. Since this was a pre-instructional study, naïve physics ideas and lateral alternative conceptions were dominant. Naïve physics refers to the untrained student or human perception of various physical phenomena while lateral alternative conception refers the misconceptions individuals have on ideas that may be inconsistent with scientifically acceptable facts. Findings indicate that the pre-service teachers’ conceptions deviated from canonical scientific concepts, are diversified and inconsistent. The knowledge on pre-instructional conceptions will influence the development of evidence-based pedagogy, which is fundamental to the development of an effective physics education curriculum.
Institute for Science and Technology Education (ISTE)
M. Sc. (Physics Education)

The aim of this study was firstly to evaluate the impact of two interactive-engagement models of instruction, namely Whole Class Discussions (WCD) and Computer Simulations (CS) on first year physics student-teachers’ conceptual understanding of Newtonian mechanics, and on their epistemological beliefs about physics. The force concept inventory was used to evaluate the impact on conceptual understanding while the Epistemological Beliefs About Physical Science questionnaire was used to evaluate the impact on their epistemological beliefs. The findings suggest that interactive engagement models had a positive impact on students’ conceptual understanding of Newtonian mechanics, and on their epistemological beliefs about physics. The study also contributed WCD and CS activities that can be used or adapted with an aim of enhancing conceptual understanding in physics. The study did not show any direct relationship between students’ conceptual understanding of Newtonian mechanics and their epistemological beliefs about physics. Key words: Interactive-engagement, Whole Class Discussion, Computer Simulations, epistemological beliefs about physics.
Physics
M.Sc. (Physics Education)

Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for the study. In so doing, an adaptation of a developmental phenomenographic perspective was chosen. Empirically, the study was approached through in-depth interviews with 35 physics students from two Ethiopian governmental universities after they had been exposed to the traditional QM course for one-third of a semester. Interview responses were analyzed using phenomenographic approach where a picture of students’ depictions was established for each quantum concept by expounding the given responses. For each basic quantum concept addressed, the structure of the description categories was separately constructed, and overall, it was found that naive, quasi-classical ontology and/or variants of classical ways of visualization are dominant in students’ responses. For example, it was found that students’ depictions of the photon concept could be described with three distinct categories of description, which are (a) classical intuitive description, (b) mixed model description and (c) quasi-quantum model description. Similarly, the findings revealed that it is possible to establish three qualitatively different categories of description to picture students’ depictions of matter waves, namely, (a) classical and trajectory-based description, (b) an intricate blend of classical and quantum description and (c) incipient quantum model description. Likewise, it was found that students’ depictions of uncertainty principle can be described as: (a) uncertainty as classical ignorance, (b) uncertainty as measurement disturbance and (c) uncertainty as a quasi-quantum principle. With regard to learning QM, the categories of description made clear several issues: most students did not have enough knowledge to depict the basic concepts of QM properly; they were influenced by the perspective of classical physics and their perceptions in making explanations about QM; and they also applied mixed ideas, one based on their classical model and the other from newly introduced QM. These results are also supported by the findings of previous studies in similar domains. Findings from the study were used to guide the design of multiple representations-based instructions and interactive learning tutorials on the conceptual aspects of QM that has been shown to address specific difficulties identified in the study. Theoretical and practical implications of the study, as well as potential future considerations are drawn.
Mathematics, Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education)

This study describes first and second year university physics students' understanding and reasoning of the concepts, angular speed and angular acceleration. The analysis was based on student responses to various tasks presented to them during one hour long interviews. These responses were characterized from a phenomeno graphic research perspective developed by Marton (1981) and his colleagues at Gothenburg University in Sweden. The findings of the study are described by categories of description and by categories of reasoning. Categories of description characterize; students' conceptualizations of angular speed from different frames of reference, and the ways in which students make comparisons of the angular speeds of two objects. Categories of reasoning characterize the ways in which students were thought to reason about the concepts of angular speed and angular acceleration in several task settings. Interpretation of these findings are discussed with reference to the role a typical introductory physics textbook may have had in shaping the way in which students think about these angular kinematic concepts. Finally, instructional implications and directions for future research are given.