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1
Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.
Повний текст джерелаАнотація:
This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
Повний текст джерелаАнотація:
The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
Повний текст джерелаАнотація:
In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Rehman, Nadia, Wanlan Zhang, Amir Mahmood, and Faiz Alam. "Teaching physics with interactive computer simulation at secondary level." Cadernos de Educação Tecnologia e Sociedade 14, no. 1 (March 12, 2021): 127. http://dx.doi.org/10.14571/brajets.v14.n1.127-141.
Повний текст джерелаАнотація:
Early research investigated the students understanding of science concepts using physical equipment, such as visiting labs and performing experiments but due to the advancement of new technology, students now can learn complex science concepts through advanced means, such as iPad, smart books and simulations. In Pakistan, interactive computer simulation program is rarely used for teaching at the early ages. The aim of the present study is to evaluate the effectiveness of the interactive computer simulation program PhET to teach weight and mass concepts to high school students. Quasi-experimental design was used to study the effect of the interactive computer simulation on students’ physics concepts. Study also explored the student’s engagement with simulation to exercise high order thinking skills. The experimental group was taught with the interactive computer simulation program, and the control group was taught with traditional teaching method. There were five lessons each week, and the program was used for a month. Pre- and post-tests were designed for both experimental and control groups. Independent sample t-tests showed that the difference was significant between the mean scores of the experimental and control groups after the experiment (p
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Perales-Palacios, F. Javier, and José M. Vílchez-González. "Teaching physics by means of cartoons: a qualitative study in secondary education." Physics Education 37, no. 5 (August 30, 2002): 400–406. http://dx.doi.org/10.1088/0031-9120/37/5/306.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.
Повний текст джерелаАнотація:
AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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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.
Повний текст джерелаАнотація:
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.
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Gazzola, Maria Paz, Maria Rita Otero, and Viviana Carolina Llanos. "Teaching of Mathematics and Physics in Secondary School through Research and Study Paths." International Journal of Education and Practice 3, no. 2 (2015): 85–89. http://dx.doi.org/10.18488/journal.61/2015.3.2/61.2.85.89.
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Von Korff, Joshua, Benjamin Archibeque, K. Alison Gomez, Tyrel Heckendorf, Sarah B. McKagan, Eleanor C. Sayre, Edward W. Schenk, Chase Shepherd, and Lane Sorell. "Secondary analysis of teaching methods in introductory physics: A 50 k-student study." American Journal of Physics 84, no. 12 (December 2016): 969–74. http://dx.doi.org/10.1119/1.4964354.
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Bada, Abiodun A., and Loyiso C. Jita. "E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization." Research in Social Sciences and Technology 6, no. 3 (December 16, 2021): 227–41. http://dx.doi.org/10.46303/ressat.2021.40.
Повний текст джерелаАнотація:
Secondary school physics contribute significantly to the technological development of a nation because it lays the foundation for further studies in physics. Physics is an abstract science subject that relies greatly on practical, and the crucial role played by the use of instructional materials especially, e-learning facilities in this 21st century cannot be over emphasized. This study investigates the awareness, availability and utilization of e-learning facilities among secondary school physics teachers. We adopt the descriptive survey design which involved 78 physics teachers, randomly selected from all the secondary schools in Ondo, Nigeria. A researcher designed checklist was used to collect data for this study. Three research questions were answered using descriptive statistics (frequency, percentage, mean, standard deviation) and the findings from this investigation revealed that physics teachers are aware of most of the e-learning facilities for teaching secondary school physics but only few of these facilities are readily available for teaching physics. This investigation also revealed that only one of these e-learning facilities (desktop computer) was utilized by secondary school physics teachers. This study conclude that e-learning facilities were not used in teaching secondary school physics in Ondo. Based on this findings, physics teachers are encouraged to use the few e-learning facilities that are available in secondary schools. Also, government education agencies and school management team are encouraged to further stress the importance of using the available e-learning facilities for teaching secondary school physics through in-service trainings and workshops.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
Повний текст джерелаАнотація:
Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Taramopoulos, Athanasios, and Dimitrios Psillos. "Developing procedural knowledge in secondary education students." Journal of Physics: Conference Series 2297, no. 1 (June 1, 2022): 012010. http://dx.doi.org/10.1088/1742-6596/2297/1/012010.
Повний текст джерелаАнотація:
Abstract This pilot study examines the development of procedural knowledge in high school students after being subjected to an innovative context-specific inquiry-based Teaching Learning Sequence (TLS) utilizing an open virtual AC electric circuit laboratory environment. Instruction aimed at developing students’ knowledge on experiment design and implementation through explicit teaching of scientific experimentation procedures. After instruction, students appear to have significantly advanced both their procedural and conceptual knowledge with a strong positive correlation between them. Thus, it seems that, when teachers enrich instruction with explicit teaching of the experimentation steps and metacognition-enhancing activities, students may develop their procedural knowledge along with conceptual knowledge.
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Nawaz, Haq, and Rafaqat Ali Akbar. "Exploration of Student-Centered Teaching Methods: Physics Curriculum Implementation Perspectives." Journal of Research in Social Sciences 9, no. 2 (July 16, 2021): 43–61. http://dx.doi.org/10.52015/jrss.9i2.116.
Повний текст джерелаАнотація:
Teaching methods are primary elements of curriculum. National curriculum provides for student-centered teaching methods including for the subject of physics. Focusing on the importance of teaching methods, the current quantitative study was planned to explore student-centered teaching methods used for physics curriculum implementation. The sample of the study comprised 2,880 science students selected through multistage sampling technique. Self-constructed questionnaire having 4-factors; small group discussion, project work, inquiry teaching and debate were used to collect the data from the respondents. The questionnaire was validated from the experts and pilot tested to ensure Cronbach’s Alpha reliability statistics; .823. The data were analyzed through descriptive statistics and independent sample t-test. Results declared that teachers were making 56% use of student-centered teaching methods. Furthermore, urban secondary schools’ teachers were making more use of student-centered teaching as compared to rural secondary schools’ teachers for curriculum implementation. Based on the results, it is recommended that physics teachers should be provided training in student-centered teaching methods for effective curriculum implementation.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
Повний текст джерелаАнотація:
AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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T., Adolphus, Aderonmu T.S.B, and Naade N.B. "EFFECT OF SCHOOL CLIMATE ON TEACHING AND LEARNING OF PHYSICS IN SENIOR SECONDARY." International Journal of Online and Distance Learning 1, no. 1 (July 15, 2021): 1–15. http://dx.doi.org/10.47604/ijodl.1314.
Повний текст джерелаАнотація:
Purpose: The study investigated the effect of school climate on teaching and learning of physics in senior secondary schools.
Methodology: The mixed research design, specifically descriptive and exploratory analysis method was employed for the study. 14 Physics teachers and 248 Physics students were purposively selected from four secondary schools in Rivers State, Nigeria. Instruments for data collection includes Questionnaire for Physics Teachers (QPT), Questionnaire for Physics Students (QPS) and two semi-structured interview schedules which are Interview Schedule for Teachers (ISfT) and the Interview Schedule for Students (ISfS). Data were analyzed using mean and percentage for the research questions while hypotheses were tested at 0.05 level of significance using t-test.
Results: The findings of the study revealed that although Physics teachers enjoy a fairly good working relationship with their students, both teachers and students maintained that their school climate were not friendly and conducive for teaching of Physics. The study further revealed that there were no significant differences between male and female Physics teachers and students on their mean responses on school climate related factors affecting the teaching and learning of Physics.
Unique contribution to theory and practice: The study recommended exigent need for synergy among all stakeholders in the secondary school to encourage the prevalence of harmonious relationship that will enhance effective teaching and learning of Physics among others.
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Melo, Lina, Florentina Cañada-Cañada, David González-Gómez, and Jin Su Jeong. "Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School." Education Sciences 10, no. 12 (November 29, 2020): 362. http://dx.doi.org/10.3390/educsci10120362.
Повний текст джерелаАнотація:
The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher’s reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.
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Testrow, Sean, Ryan McGovern, and Vicki Tully. "Secondary care interface: optimising communication between teams within secondary care to improve the rehabilitation journey for older people." BMJ Open Quality 10, no. 1 (February 2021): e001274. http://dx.doi.org/10.1136/bmjoq-2020-001274.
Повний текст джерелаАнотація:
Effective communication between members of the multidisciplinary team is imperative for patient safety. Within the Medicine for the Elderly wards at Royal Victoria Hospital (RVH) in Dundee, we identified an inefficient process of information-sharing between the orthopaedics outpatient department (OPD) at the main teaching hospital and our hospital’s rehabilitation teams, and sought to improve this by introducing several changes to the work system. Our aim was for all patients who attended the OPD clinic to have a plan communicated to the RVH team within 24 hours.Before our intervention, clinic letters containing important instructions for ongoing rehabilitation were dictated by the OPD team, transcribed and uploaded to an electronic system before the RVH team could access them. We analysed clinic attendances over a 4-week period and found that it took 15 days on average for letters to be shared with the RVH teams. We worked with both teams to develop a clinical communication tool and new processes, aiming to expedite the sharing of key information. Patients attended the OPD with this form, the clinician completed it at the time of their appointment and the form returned with the patient to RVH on the same day.We completed multiple Plan–Do–Study–Act cycles; before our project was curtailed by the COVID-19 pandemic. During our study period, seven patients attended the OPD with a form, with all seven returning to RVH with a completed treatment plan documented by the OPD clinician. This allowed rehabilitation teams to have access to clinic instructions generated by orthopaedic surgeons almost immediately after a patient attended the clinic, essentially eliminating the delay in information-sharing.The introduction of a simple communication tool and processes to ensure reliable transfer of information can expedite information-sharing between secondary care teams and can potentially reduce delays in rehabilitation.
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OMOTADE, AWODUN ADEBISI, and JEGEDE S.A. "Effects of Out-door Activities on Students’ Attitude towards Physics in Secondary Schools." International Journal for Innovation Education and Research 3, no. 5 (May 31, 2015): 126–31. http://dx.doi.org/10.31686/ijier.vol3.iss5.369.
Повний текст джерелаАнотація:
The study investigated the effects of out-door activities on students’ attitude towards learning of Physics in Senior Secondary School Physics in Ekiti State, Nigeria. The research design adopted in the study was Pretest-Posttest Quasi-experimental. The sample for the study was 150 Senior Secondary One (SSI) Physics students (this sample was divided into the experimental and control groups in ratio 1: 1 i.e. 75 in each group), selected through the multistage sampling technique from a total population of 7,852 SS I students offering Physics in all the 184 public Senior Secondary Schools in Ekiti State. The instrument used to collect relevant data from the subjects was Physics Attitudinal Scale (PAS). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.83. Two null hypotheses were tested at 0.05 level of significance. The data collected were analysed using inferential statistics of t-test and Analysis of Covariance (ANCOVA). The results of the analyses showed that there was significant difference in the attitude of students to Physics in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was recommended that non-conventional teaching approaches such as using out-door activities, should be introduced into the teaching of Physics in the nation’s secondary schools to reinforce the hitherto adopted conventional teaching method and Physics teachers should be encouraged to make use of these new teaching approaches.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
Повний текст джерелаАнотація:
This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
Повний текст джерелаАнотація:
Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Adegoke, Adesina Benson, and Titilayo Adeoye Ajadi. "Structural Modeling of Teacher Characteristics, Skills in Teaching, and Students’ Achievement in Secondary School Physics." Journal of Studies in Education 6, no. 2 (April 26, 2016): 81. http://dx.doi.org/10.5296/jse.v6i2.8932.
Повний текст джерелаАнотація:
<p>In this paper, the author examined the relationships between teacher characteristics and teacher teaching skills and the concomitant effects of the relationships on senior secondary school students’ achievement in Physics. It was hypothesized that teachers who were well qualified (that is read physics/mathematics and education in universities) and has considerable years of teaching experience would demonstrate appropriate teaching skills as measured by good lesson preparation, lesson presentation and evaluation of the objectives of the lesson. It was further hypothesized that demonstration of such appropriate teaching skills would encourage students to learn better and do well in Physics. To test these hypotheses, twenty senior secondary school Physics teachers and 863 senior secondary school Physics students were randomly selected from twenty-four senior secondary Schools (SSS) in Ogun and Oyo States, Nigeria. The study lasted for four weeks. Each teacher was observed for 10 lessons and rated using Teacher-students Interaction Observation Schedule. At the end of the fourth week Physics Achievement Test was administered to the students. Results showed that there was a significant and positive relationship between teacher characteristics and teachers’ skill in lesson preparation, presentation and evaluation. Experienced and qualified teachers demonstrated appropriate teaching skills. It was found out that experience and qualified teachers had adequate skills to prepare for physics teaching in schools. It was found that teacher characteristics had influence on students’ achievement in Physics. However, the mediating effect of teacher teaching skills had non-significant effect on students’ achievement in Physics. The results suggest that only qualified people should be employed to teach Physics in senior secondary schools. </p>
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Apata, Funke Susan. "Physics Teachers’ Perceptions and Attitudes to Innovative Teaching Strategies." Caribbean Journal of Education 44, no. 1&2 (April 25, 2022): 120–47. http://dx.doi.org/10.46425/c064412w8088.
Повний текст джерелаАнотація:
This study investigated perception and attitude to innovative teaching strategies in Senior Secondary Schools in Kwara State, Nigeria. Sample selection used a descriptive survey design. A total of 141 physics teachers participated using the purposive sampling technique. The instrument used was “Physics Questionnaire on Perception and Attitude to Innovative Teaching Strategies (PQPAITS)”, with a 0.78 reliability coefficient using Cronbach Alpha. Data collected were analysed using descriptive methods, t-test, and analysis of variance. Results showed that physics perception and attitude to innovative teaching strategies were positive. Gender did not influence perception. The attitudes of males were more positive towards innovative teaching strategies than their female counterparts. Teachers with 5–9 years of teaching experience exhibited high value in perception. Conclusively, the attitudes and perceptions of teachers are favourable to innovative teaching and perception of gender roles were minimal. The study recommends training for senior school physics teachers in innovative teaching strategies.
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Olaniyi, Oluseyi Abraham, and Moshood Ayinde Hassan. "Comparative Effectiveness of Self-Instructional Print Media and Conventional Teaching Method on Secondary School Students Achievement in Physics in Osun State." American International Journal of Social Science Research 4, no. 2 (July 6, 2019): 53–68. http://dx.doi.org/10.46281/aijssr.v4i2.345.
Повний текст джерелаАнотація:
The current decline in the performance of secondary school students in Physics in the Senior School Certificate Examination (SSCE) has become a major concern for the stakeholders in the field of education. This may perhaps, be partly due to the strict adherence of Physics teachers to the use of conventional teaching method in teaching Physics. This study was therefore carried out with the aim of evaluating the comparative effectiveness of Self-instructional Print Media and the conventional teaching method on secondary school students’ achievement in Physics in Osun State. A non-randomised control group pretest-posttest quasi-experimental research design was adopted for the study. Self-Instructional Printed Material in Physics (SIPMP), Lesson Plan in Physics (LPP), Entry Behaviour Test in Physics (EBTP) and Achievement Test in Physics (ATP) were the research instruments used in this study. One hundred and seventy three (173) SSS II students from six intact classes of six purposively selected secondary schools in Osun State constituted the sample of the study. These students were randomly assigned into the three quasi-experimental groups, namely: Self-instructional Print Media alone (SIPM alone), Self-instructional Print Media with the conventional Teaching Method (SIPM with CTM) and the Conventional Teaching Method alone (CTM alone). The three groups were tested prior to and after their exposure to the experimental treatment. The data collected were analysed to answer the five research questions and test the four hypotheses raised for the study using mean scores, t-test, ANOVA and ANCOVA at 0.05 level of significance. The findings of this study indicated that the three groups were equivalent or homogeneous prior to the application of the experimental treatment. The three groups also recorded significant improvement in their achievement in physics after being exposed to the experimental treatments. However, the students that were exposed to the self-instructional print media (whether independently or conjointly with the conventional teaching method) significantly outshone their counterparts that were taken through the conventional teaching method alone. Based on these findings, secondary school physics teachers were admonished to embrace the use of self-instructional print media to promote effective and efficient teaching and learning of Physics. They were also encouraged not to completely abandon the use of the conventional teaching method.
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Bada, Abiodun Adekunle, and Loyiso C. Jita. "Student’s rating of secondary school physics teachers’ classroom practice: Implications for teaching and learning." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (March 1, 2023): 477. http://dx.doi.org/10.11591/ijere.v12i1.24078.
Повний текст джерелаАнотація:
<span lang="EN-US">Evaluation in secondary schools has been left in the hands of school management, administrators, and teachers. Little or no attention has been paid to the concerns of students, who happens to be another important stakeholder in the teaching-learning process. Students’ voices regarding teachers’ classroom practice can have great implications for teaching and learning. This study investigated students’ ratings of secondary schools’ physics teachers with particular reference to teachers’ use of instructional material(s), methods, and classroom management. This study adopted the descriptive survey design, which involved 1,256 physics students randomly selected from the three senatorial districts in Ondo, Nigeria. A researcher-designed questionnaire was used to collect data for this research and the data obtained were analyzed using descriptive and inferential statistics. Findings from this study revealed that physics teachers were rated low in their use of instructional materials and instructional methods. However, physics teachers were rated high in the area of classroom management. This study concluded that the use of good instructional materials and methods while still adopting the best classroom management is crucial to the realization of classroom objectives. The paper contributes to the scholarship on how students’ views of their teachers can have great implications for teaching and learning.</span>
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Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.
Повний текст джерелаАнотація:
This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.
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Atika, Iva Nandya, Norimune Kawai, and Atsuhiko Funabashi. "Attitudes of Secondary School Science Teachers toward Teaching Diverse Students." INKLUSI 8, no. 2 (January 17, 2022): 113–22. http://dx.doi.org/10.14421/ijds.080202.
Повний текст джерелаАнотація:
Teachers’ attitudes are crucial to promote inclusive science practices, including those with special educational needs (SEN). This study aimed to investigate science teachers’ attitudes toward teaching diverse student and to identify the elements that may influence teachers in a positive manner toward including SEN students in science classrooms. 202 science teachers in the Banjarnegara Regency, Indonesia participate this study. A survey was conducted and analyzed by a three-way ANOVA test to know the relationship among teachers’ variables and their attitudes toward teaching diverse student groups. The results suggested that 71.8% teachers have moderately positive attitudes concerning teaching diverse student groups in general education classrooms. There were no statistically significant interaction effects among teachers’ variables. Teachers’ personal experiences in interacting with SEN students were found to be the main effect that contributes teachers in acquiring positive attitudes toward involving SEN students in regular classrooms (p < 0.01). Sikap guru sangat penting untuk mendukung praktik pembelajaran IPA yang inklusif, termasuk pada Anak Berkebutuhan Khusus (ABK). Penelitian ini bertujuan untuk menyelidiki sikap guru IPA dalam menghadapi peserta didik yang beragam dan mengidentifikasi faktor-faktor yang mempengaruhi secara positif sikap guru IPA dalam mengikutsertakan ABK pada pembelajaran IPA. Survei dilakukan pada 202 guru IPA di Kabupaten Banjarnegara, Indonesia menggunakan kuisioner ATTDS dan dianalisis dengan tes ANOVA tiga arah untuk mengetahui hubungan antara variable guru IPA yang diteliti dan sikap guru IPA terhadap pembelajaran di kelas. Hasil survei menunjukkan bahwa 71,8% guru IPA memiliki sikap yang cukup positif terhadap seluruh skala ATTDS. Secara statistik tidak ditemukan efek interaksi yang signifikan antara ketiga variabel. Pengalaman guru IPA berinteraksi dengan ABK ditemukan sebagai aspek utama yang memberikan konstibusi signifikan pada perbedaan sikap guru IPA dalam memperoleh sikap positif untuk melibatkan ABK di kelas IPA reguler (p<0,01).
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Dusabimana, Joseph, and Mugabo Rugema Leon. "Challenges in Teaching Physics using Inquiry-Based Teaching and Learning Approach: A Case of Lower Secondary School in Gakenke District, Rwanda." East African Journal of Education and Social Sciences 3, no. 3 (June 30, 2022): 140–46. http://dx.doi.org/10.4314/eajess.v3i3.188.
Повний текст джерелаАнотація:
This study was conducted for identifying the challenges confronted by Physics teachers during the implementation of competence-based curriculum (CBC) using inquiry-based teaching and learning (IBTL). It was qualitative by nature and it used a case study design. Semi-structured interview was used to collect data. It involved a sample of three teachers selected purposefully from physics teachers of 50 lower secondary schools of Gakenke District located in Northern Province of Rwanda. Data were analyzed using thematic analysis. The findings from the study revealed that the participants of the study met with number of challenges during the implementation of physics competence-based curriculum using IBTL. Those challenges include the lack or insufficiency of teaching-learning materials and infrastructures, shortage of time, poor English language of students, beliefs of students that physics is difficult subject and the lack of teachers’ skills and knowledge to prepare inquiry-based lesson. The participants of the study are recommended to improvise local available teaching materials for effective use of IBTL. Policymakers are recommended to organize regular trainings of teachers at schools levels on how to plan inquiry-based lesson for effective implementation of physics CBC.
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Khouna, Jalal, Lotfi Ajana, Ahmed Rhazal, and Abdelilah El Mokri. "The Use of Educational Software in Teaching Physics in the Moroccan Context." International Journal of Emerging Technologies in Learning (iJET) 15, no. 18 (September 25, 2020): 270. http://dx.doi.org/10.3991/ijet.v15i18.15455.
Повний текст джерелаАнотація:
In the educational field, many researchers have studied the role played by the educational software in teaching physics. This review study aims to analyze the use of educational software in the teaching of physics in Moroccan secondary schools between the years 2010 and 2019. The sources for the data collection process were obtained through searches on Google Scholar pages. The analysis of the results allowed us to identify the advantages and disadvantages related to the integration of educational software in teaching physics in the Moroccan context. In addition, the study contributes with a set of recommendations for future use of educational software.
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Jonāne, Lolita. "Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience." Journal of Teacher Education for Sustainability 17, no. 2 (December 1, 2015): 53–73. http://dx.doi.org/10.1515/jtes-2015-0011.
Повний текст джерелаАнотація:
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.
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B. A, Atsuwe,, and Nomji, E, V. "Physics Student-Teachers’ Challenges during Teaching Practice in Secondary Schools and Their Solutions: A Study of Federal University of Agriculture Makurdi." International Journal of Research and Review 8, no. 4 (April 21, 2021): 245–51. http://dx.doi.org/10.52403/ijrr.20210432.
Повний текст джерелаАнотація:
This study examined the challenges faced by student-teachers during teaching practice and their possible solutions in the Federal University of Agriculture Makurdi, Benue state, Nigeria. To achieve this, the descriptive survey research design was adopted. Four Research questions and four Research hypotheses guided the study. The sample of the study was drawn from five degree options out of the eight degree options in the College of Agricultural and science Education in the study area. Primary data were used for the study specifically obtained using well-structured questionnaire. Two hundred copies of the questionnaires were administered on the respondents and survey data analysed using descriptive statistics and Chi-square test. Results of the analyses showed that classroom management significantly affect student-teachers’ performance during teaching practice in secondary schools. The results revealed that curriculum development and instruction significantly affect student-teachers’ during their practice year. The result also revealed that supervision of student-teachers’ does greatly affect students’ teachers during their teachers during their teaching practice. The study recommends that Proper and maximal attention should be given to the classroom management by student-teachers’ in order to achieve the specific objectives at the end of the lesson in the classroom .There is need for the government to provide good library facilities and laboratories. Keywords: student-teachers’, Teaching practice, Challenges, Secondary Schools.
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Sun, Haibin, and Tingting Liu. "Professional Development of Outstanding Secondary School Physics Teachers—Analysis Based on the Personal Life Histories of Special Class Secondary School Physics Teachers." International Education Studies 15, no. 4 (July 26, 2022): 58. http://dx.doi.org/10.5539/ies.v15n4p58.
Повний текст джерелаАнотація:
Special class secondary school physics teachers represent outstanding secondary school physics teachers in China. This paper analyzes the personal life histories of 13 outstanding secondary school physics teachers. We coded and analyzed the sample materials and summarized the laws of professional development of outstanding secondary school physics teachers. The study shows that cultivating outstanding secondary school physics teachers takes a relatively long time. Their professional development can be divided into five stages: the pre-service learning period, the initial adaptation period, the exploration and skill-developing period, the maturing innovation period, and the excellence and advancement period. Individuals’ own efforts and continuous learning, guidance from master teachers and experts, and support from family and school play an important role in the professional growth of outstanding secondary school physics teachers. Outstanding secondary school physics teachers can apply lifelong learning, do educational research, and develop their own distinctive physics teaching styles.
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Johan, H., B. Karyadi, M. Farid, S. Sipriyadi, S. Johan, E. A. Fitri, and B. S. Opilah. "The Use of Science Learning Resources in Physics Subjects at Secondary Schools in Enggano as The Outermost Island of Indonesia." Journal of Physics: Conference Series 2377, no. 1 (November 1, 2022): 012086. http://dx.doi.org/10.1088/1742-6596/2377/1/012086.
Повний текст джерелаАнотація:
Enggano is one of the outer islands of Indonesia in the province of Bengkulu. Enggano Island has one junior high school and one high school as educational facilities. This study aims to analyze science learning resources in physics subjects at secondary schools in Enggano, the outermost island of Indonesia. This study uses a qualitative descriptive method. The data collection instruments used were questionnaires for students, teacher interview guidelines, and document analysis of teaching materials. Based on the study results, it is known that the infrastructure for learning activities on the island of Enggano has little variety. The teaching materials used are only sourced from the main textbook. Students do not have textbooks to study independently outside the classroom. Learning resources based on the local potential of the island of Enggano are not yet available. The results of the analysis of teaching materials documents show that students are only facilitated by using the main textbook during learning activities in the classroom. Class-based learning activities are often constrained by natural conditions and road access from residential areas to schools. The interview results show that teachers still need support in providing varied teaching materials and need training activities to develop teaching materials for classroom-based and blended learning activities. Thus, it can be concluded that learning resources in high school on the island of Enggano still require development and require training to increase teacher competence in developing science and physics teaching materials.
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Doris, Omeodu M. "Effect of Concept Mapping in Teachng of Physics in Senior Secondary Schools in Portharcourt Local Government Area Rivers State." European Scientific Journal, ESJ 14, no. 31 (November 30, 2018): 71. http://dx.doi.org/10.19044/esj.2018.v14n31p71.
Повний текст джерелаАнотація:
The study examined the effect of concept mapping in the teaching of physic in senior secondary school in port Harcourt local government area Rivers state. The purpose of the study was to determine the effect of concept mapping on the teaching of physics. The study also found the difference in the academic achievement of students taught physics with concept mapping and conventional teaching method. Eighty-four SS3 physics students were used for the study. Forty-three 43 comprised of the experimental group and fortyone in the control group. The study adopted pre-test post test quasi experimental design. The instrument used for the study was Physics achievement test (PAT).The instrument contained 25 multiple choice questions, in which each of the questions 2 marks. The instrument was validated by two experts in the department of science education in Rivers State University. Pearson product moment correlation coefficient was used to ascertain the instrument’s level of reliability, which resulted to r value of 0.62. findings of the study shows that students taught Physics with concept mapping significantly better than those taught with conventional method. Also the study found that there was no significant difference between male and female students taught Physics with concept mapping. The study recommended that teachers should imbibe concept mapping method in the teaching of Physics so as to enhance students’ comprehension, identification of relationships that exits between concepts and creativity.
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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.
Повний текст джерелаАнотація:
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.
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Ülen, Simon, and Ivan Gerlič. "The Conceptual Learning of Physics in Slovenian Secondary Schools." Organizacija 45, no. 3 (May 1, 2012): 140–44. http://dx.doi.org/10.2478/v10051-012-0015-3.
Повний текст джерелаАнотація:
The Conceptual Learning of Physics in Slovenian Secondary SchoolsIn the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction.
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Xiang, Jia-Wen, and Cai-Qin Han. "EFFECT OF TEACHING AND LEARNING-SCRUM ON IMPROVEMENT PHYSICS ACHIEVEMENT AND TEAM COLLABORATION ABILITY OF LOWER-SECONDARY SCHOOL STUDENT." Journal of Baltic Science Education 20, no. 6 (December 10, 2021): 983–1000. http://dx.doi.org/10.33225/jbse/21.20.983.
Повний текст джерелаАнотація:
Employers believe that people with the ability to work in teams can bring success to their business. Therefore, it is very essential to start cultivating students' teamwork skills in lower-secondary school to prepare students for the future. This study took "Physics in Bicycles" as an example to explore the effect of Teaching and Learning-Scrum (TL-Scrum) on students' physics achievement and team collaboration ability. It was conducted at a lower-secondary school in Changsha, China. "Physical Knowledge of Bicycles" Test and "Team Collaboration Ability" Measurement were applied to the two groups prior to and following the experiment. The experimental group (N=61) participated in TL-Scrum teaching, whereas the control group (N=58) participated without TL-Scrum teaching. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the academic achievement. In addition, the results showed better positive effects of TL-Scrum on experimental group learners in team collaboration ability. Results suggested that learners achieved better academic achievements and team collaboration with the approach of TL-Scrum, which pointed to certain implications for physics teaching research, as well as in education of future physics teachers. Keywords: lower-secondary school students, physics education, team collaboration, TL-Scrum
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Khan, Kifayat, Munir Khan, and Abdur Rashid. "Identification of Factors that Undermine the Teaching-Learning Process in the Subject of Physics at Secondary School Level." Global Regional Review V, no. I (March 30, 2020): 243–54. http://dx.doi.org/10.31703/.2020(v-i).27.
Повний текст джерелаАнотація:
Teaching of Physics involves theoretical as well as practical skills development of students at secondary school level. The main aim of the study was to identify the factors that undermine the teaching learning process in the subject of physics. All secondary school’s science teachers were considered as population of the study. Two hundred (200) science teachers (100 each male and female) were selected as sample of the study through stratified random sampling techniques. Data was collected through a self-developed questionnaire of reliability coefficient 0.84 and were analyzed using statistical tools. The unavailability of physics teachers, laboratory, classrooms, related books were concluded undermining factors. Lake of physics teachers, and unfavorable working environment were found dominant in male teachers’ school than female. The educational authorities with the collaboration of community can play their role to overcome these undermining factors in the subject Physics.
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Khan, Kifayat, Munir Khan, and Abdur Rashid. "Identification of Factors that Undermine the Teaching-Learning Process in the Subject of Physics at Secondary School Level." Global Regional Review V, no. I (March 30, 2020): 243–54. http://dx.doi.org/10.31703/grr.2020(v-i).27.
Повний текст джерелаАнотація:
Teaching of Physics involves theoretical as well as practical skills development of students at secondary school level. The main aim of the study was to identify the factors that undermine the teaching learning process in the subject of physics. All secondary school’s science teachers were considered as population of the study. Two hundred (200) science teachers (100 each male and female) were selected as sample of the study through stratified random sampling techniques. Data was collected through a self-developed questionnaire of reliability coefficient 0.84 and were analyzed using statistical tools. The unavailability of physics teachers, laboratory, classrooms, related books were concluded undermining factors. Lake of physics teachers, and unfavorable working environment were found dominant in male teachers’ school than female. The educational authorities with the collaboration of community can play their role to overcome these undermining factors in the subject Physics.
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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.
Повний текст джерелаАнотація:
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.
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Khan, Kifayat, Munir Khan, and Abdur Rashid. "Identification of Factors Undermining the TeachingLearning Process in the Subject of Physics at Secondary Level in Pakistan." Global Regional Review IV, no. III (September 30, 2019): 425–35. http://dx.doi.org/10.31703/grr.2019(iv-iii).47.
Повний текст джерелаАнотація:
The teaching of Physics involves theoretical as well as practical skills development of students at the secondary school level. The main aim of the study was to identify the factors that undermine the teaching-learning process in the subject of physics. All secondary schools science teachers were considered as the population of the study. Two hundred (200) science teachers (100 each male and female) were selected as the sample of the study through stratified random sampling techniques. Data was collected through a self-developed questionnaire of reliability coefficient 0.84 and were analyzed using statistical tools. The unavailability of physics: teacher, laboratory, classrooms, related books were concluded undermining factors. Lake of physics teachers and unfavorable working environment were found dominant in male teachers school than female. The educational authorities with the collaboration of the community can play their role to overcome these undermining factors in the subject of
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Bugingo, Jean Bosco, Lakhan Lal Yadav, and K. K. Mashood. "Representation of Nature of Science Aspects in Secondary School Physics Curricula in East African Community Countries." International Journal of Learning, Teaching and Educational Research 21, no. 8 (August 30, 2022): 175–201. http://dx.doi.org/10.26803/ijlter.21.8.11.
Повний текст джерелаАнотація:
For several decades, nature of Science (NOS) has been advocated as the fourth dimension of science teaching and is a fundamental source of in-depth learning and teaching. In addition to improving learning and teaching of science, the explicit inclusion of NOS in science curricula helps the creation of a responsible citizenry. Here, we analyze the representation of NOS aspects in science curricula, particularly in the physics syllabi in four East African Community (EAC) countries: Burundi, Rwanda, Tanzania, and Uganda. These EAC countries have been purposively selected because of sharing similar culture and history as neighboring countries. To compare NOS representation in the physics content, five major topic areas (mechanics, heat and thermodynamics, oscillations and waves, electricity, and atomic physics) were randomly selected from the syllabi used in advanced level secondary schools. The paper critically analyzes the representation of NOS aspects throughout front matter (introductions and rationales) and back matter (appendices and references), content, teaching methods, and assessment procedures proposed in these physics’ syllabi. Based on the analysis of data, the findings reveal that NOS aspects are not explicitly represented in the four physics syllabi analyzed. This study also found that in four syllabi reviewed, competencies were given much attention without any overt connection to the work of scientists. Finally, we suggest possible ways to improve NOS representation in the science curriculum.
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Brígido, María, Digna Couso, Ciro Gutiérrez, and Vicente Mellado. "THE EMOTIONS ABOUT TEACHING AND LEARNING SCIENCE: A STUDY OF PROSPECTIVE PRIMARY TEACHERS IN THREE SPANISH UNIVERSITIES." Journal of Baltic Science Education 12, no. 3 (June 25, 2013): 299–311. http://dx.doi.org/10.33225/jbse/13.12.299.
Повний текст джерелаАнотація:
A descriptive and comparative study is made of the emotions that prospective primary teachers in three Spanish universities have about teaching and learning the natural sciences, differentiating between approaches to the content of Biology/Geology and Physics/Chemistry. The study was carried out using a closed-response questionnaire which was completed by 315 primary education bachelor's degree students in the Universities of Extremadura, Las Palmas de Gran Canaria, and the Autónoma of Barcelona (UAB). The results showed that in their recall of their secondary education, most of the prospective teachers have positive emotions towards learning Biology/Geology and negative towards learning Physics/Chemistry. With respect to their future teaching in primary education, there predominated positive emotions towards Biology/Geology, and negative emotions towards Physics/Chemistry, except for the UAB students who reported more positive emotions than negative in this latter case. There was an increase of positive emotions in their expectations of their future teaching of all the science content, and a marked decrease in the negative emotions, relative to the emotions that they had experienced as students of these subjects in secondary school. Key words: emotions, preservice primary teachers, science education.
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Malaki, Sospeter Shikulu. "Assessing the influence of Mathematics in Teaching and Learning Physics Subject in Secondary Schools in Tanzania." International Journal of Scientific Research and Management 9, no. 11 (November 6, 2021): 358–66. http://dx.doi.org/10.18535/ijsrm/v9i11.m01.
Повний текст джерелаАнотація:
Learning Mathematics is a key fundamental in every education system that aims to prepare its citizens for a productive life in the 21st century. As a nation, the development of a highly-skilled and well-educated manpower is critical to support an innovation and technology-driven economy. A strong grounding in Mathematics and a talent pool in Mathematics are essential to support the wide range of value-added economic activities and innovations. In this vein, a study intended to assess the influence of Mathematics in teaching and learning Physics, a case study of secondary education. A study was guided by two specific objectives; to determine the applications of Mathematics in Physics and to investigate the relationship between Mathematics and Physics. The qualitative and quantitative approaches were used in getting categorical and numerical data in line with the triangulation research design employed. Students and science teachers were targeted in the collection of data which made a total of 60 participants. The questionnaire, observation and documentary review were key devices used in data collection processes. The collected data were analyzed by using SPSS and the research findings revealed that there is statistically very strong positive relationship between Mathematics and Physics. . In other words, the influence of Mathematics in Physics subject is enormous to the extent that students are encouraged not to drop Mathematics in their early classes. This will assist to increase number of Tanzanian engineers and geologists in various sectors for extracting our natural resources.
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Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS." Journal of Baltic Science Education 12, no. 2 (April 25, 2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.
Повний текст джерелаАнотація:
The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.
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Tugirinshuti, Gabriel Janvier, Leon Rugema Mugabo, and Alexis Banuza. "Integrating Video-Based Multimedia in Teaching Physics in Context of Covid-19 in Rwandan Secondary Schools." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 49–63. http://dx.doi.org/10.26803/ijlter.20.12.4.
Повний текст джерелаАнотація:
The Covid-19 pandemic has paralyzed the education system and lead to temporary school closure. After school re-opening, long-term responses to a resilient education system were needed. A descriptive survey research design was used to diagnose the barriers to video-based multimedia integration in teaching and learning physics in certain secondary schools. 47 physics teachers (35 males and 12 females) were purposely selected from 24 schools located in the Rutsiro and Rubavu districts. A questionnaire was given to all 47 teachers. One-on-one interview with great attention to the measures of reducing the transmission of Covid-19 was conducted to all senior five physics teachers. Research findings revealed that video-based multimedia is less used in teaching and learning physics. Teachers indicated that poor infrastructure, poor teachers’ training aimed at effective integration of multimedia in education, pressure to prepare students for exams, and teachers’ lack of time for preparation are major factors that impede the use of video-based multimedia in teaching and learning physics. Results also provided proof of the necessity to provide digital devices to teachers and learners, teachers’ training, and learners’ preparation for virtual classes so that video-based multimedia could be a better instructional strategy to long-term responses for Covid-19 and future shocks. The findings of this study revealed that VBM could be a consensus on education and technology competency required to support teaching and learning especially during Covid-19 and future shocks.
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Vidal, Xabier Cid, Ramon Cid Manzano, and Isaac Valiña Lema. "An Experimental Analogy for Teaching the Law of Radioactive Decays in Secondary School Classrooms." Physics Teacher 60, no. 8 (November 2022): 690–93. http://dx.doi.org/10.1119/5.0055748.
Повний текст джерелаАнотація:
In this work, we present an experimental approximation to the study of the phenomenon of radioactivity in secondary schools, taking as an analogy the process of release of carbon dioxide in a carbonated beverage. In this way, we intend to facilitate the approach to the mathematical formalism and to the graphical description of this phenomenon, as well as to the understanding of its most important magnitudes: activity or decay rate, decay constant, half-life time, and mean lifetime.
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Markus, Laurah, Stephanie Sungkim, and Mohd Zaki Bin Ishak. "Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 5 (May 10, 2021): 190–202. http://dx.doi.org/10.47405/mjssh.v6i5.774.
Повний текст джерелаАнотація:
The emphasis on STEM education in the physics curriculum moves toward addressing the 21st-century demands, but its implementation is fraught with issues and challenges. This paper exposes teachers’ and students’ concerns and problems with integrated STEM education implementation and relates them to the anticipated problem in quantum physics (QP) learning and facilitation (L&F) in secondary school. The QP L&F challenges include the odd ontological worldview and abstractness of concepts, which have created serious misconceptions among teachers and students. A solution is proposed to address this difficulty, including applying an interactive simulation and a hands-on experiment. This paper also proposes a theoretical framework for developing an instructional module to cater to meaningful QP learning with integrated STEM elements. The proposed theoretical framework has several advantages, including guidance in planning an instructional module applicable to classroom activities and explaining the topic using an inquiry-based learning (IBL) approach with learning activities coordinated using the 5E Instructional Model. Nonetheless, further research is necessary to study the instructional module’s development, usability, and L&F effectiveness in the classroom.
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Conceição, Teresa, Mónica Baptista, and João Pedro Ponte. "Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching." Education Sciences 11, no. 12 (December 4, 2021): 791. http://dx.doi.org/10.3390/educsci11120791.
Повний текст джерелаАнотація:
Multiple representations, such as experimental data, schemas, tables, and graphs, are an essential resource in science teaching. However, their use in the classroom typically poses a challenge for preservice teachers. The aim of this research is to examine changes in the practices of a group of preservice teachers regarding the use of multiple representations in the teaching of kinetic energy to 9th grade students, when this training is included in their initial teacher education program. For this purpose, a collaborative, reflexive, and student-learning centered approach, namely, a lesson study with three cycles, was implemented. A descriptive and content analysis for qualitative data collected showed improvement in the practices of the preservice teachers, namely on the representations both of the event that represents the “real” world, as well as of the scientific concepts. The results obtained contribute to deepening the knowledge on the use of multiple representations by preservice teachers, as well as to increasing the knowledge on using lesson study to develop the ability to use multiple representations during initial teacher education.
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Nkurikiyimana, Jean de Dieu, Jean Uwamahoro, and Kizito Ndihokubwayo. "TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL." Problems of Education in the 21st Century 80, no. 1 (February 15, 2022): 179–94. http://dx.doi.org/10.33225/pec/22.80.179.
Повний текст джерелаАнотація:
This study assesses the level of application of the 5E’s educational model by Rwandan physics teachers and how the model affects the learning of basic classical mechanics in secondary school physics classrooms. For this analysis, quantitative data were collected using the classroom observation tool framed at the 5E’s educational model. A sample of six secondary physics teachers was selected purposively from three boarding secondary schools of Nyamasheke district in the western province of Rwanda to participate in this study. Twenty-four classroom observations were conducted during teaching and learning mechanics concepts in the way of four observations for each teacher before being trained on 5E’s educational model. This was done to help the researcher to have the real picture of the prior ability of teachers to incorporate 5E’s aspects in their usual teaching practices. Similarly, a total of 24 observations were done after teachers’ training. The collected data were tabulated in Microsoft Excel, and descriptive statistics were analyzed and presented. The overall mean scores on the teachers’ ability to apply 5E’s educational model during lesson delivery on introductory mechanics were low before training and increased due to teacher training on the use of 5E’s educational model. The main findings from this study revealed that 5E’s educational model is more effective in stimulating students’ motivation and strong interaction and a better understanding of mechanics concepts through interactive activities, discrepant events, and computer simulations. Based on the findings of this study, some recommendations were suggested that would improve more physics students’ active learning. Keywords: active learning of mechanics, 5E's educational model, classroom observation, physics students, secondary school, Rwanda
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Kanyesigye, Stella, Jean Uwamahoro, and Imelda Kemeza. "Effect of problem-based learning on students’ attitude towards learning physics: a cohort study." F1000Research 11 (November 1, 2022): 1240. http://dx.doi.org/10.12688/f1000research.125085.1.
Повний текст джерелаАнотація:
Background: Attitude is a learning scale that informs which approach should be used to call students to school. It can be seen a supporting tool that informs teachers, policymakers, and researchers of the needs for raising interest in learning a certain subject, such as physics. This study aimed at determining the effect of problem-based learning on students’ attitude towards learning physics. Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The participants of the study were 419 13th-grade physics students of the 2020/2021 school year in both Ugandan government and private secondary schools. Among these students, one group was taught using problem-based learning instruction while another group was taught using traditional instruction for 12 weeks. Data were collected using a standardized tool called Views About Science Survey. Using Microsoft Excel 2016 and Statistical Package for Social Scientist version 23.0, descriptive and inferential statistics were used to determine a significant difference between experiment and control groups. Results: It was found that both problem-based learning and traditional instructions caused a statistically significant positive effect on students’ attitudes towards physics. However, the experimental group gained more positive attitude than the control group as they were more inclined towards the expert-like attitude (thinking like a scientist in a domain) than their counterparts due to the problem-based learning approach they learned in. Conclusions: Therefore, it was concluded that problem-based learning is a more effective method of teaching physics than traditional methods. Hence, we suggest that secondary school teachers need to adopt the use of problem-based learning in the teaching of science concepts, especially physics.