Статті в журналах: "Physics teachers Victoria Attitudes"

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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.

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Wiwatowski, Megan, Jane Page, and Sarah Young. "Examining early childhood teachers’ attitudes and responses to superhero play." Australasian Journal of Early Childhood 45, no. 2 (May 1, 2020): 170–82. http://dx.doi.org/10.1177/1836939120918486.

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Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

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Harvey, David H. P. "Integration in Victoria: Teachers’ Attitudes After Six Years of A No‐Choice Policy." International Journal of Disability, Development and Education 39, no. 1 (January 1992): 33–45. http://dx.doi.org/10.1080/0156655920390105.

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Данилова, Лариса, Larisa Danilova, Д. Молоков, and D. Molokov. "Physical Education of Students in the American School: Achievements and Problems." Primary Education 5, no. 6 (December 27, 2017): 47–50. http://dx.doi.org/10.12737/article_5a33e28c032230.39898786.

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The article reveals the features of building a system of physical education in the United States of America, which contributes to the development of a positive attitude and interest of students in physical physical exercise and sports. It is emphasized that this system is supranational in nature: American teachers and trainers use the experience of physical education of many other countries. Specificity of the organization of school sports and physical education in the US is seen through the prism of the numerous victories of the American team at the Olympic Games, as well as the successful performances of American athletes at various international competitions.

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Данилова, Лариса, Larisa Danilova, Д. Молоков, and D. Molokov. "Physical Education of Students in the American School: Achievements and Problems." Primary Education 6, no. 1 (March 5, 2018): 46–50. http://dx.doi.org/10.12737/article_5a965d8a3e8e74.42244187.

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The article reveals the features of building a system of physical education in the United States of America, which contributes to the development of a positive attitude and interest of students in physical physical exercise and sports. It is emphasized that this system is supranational in nature: American teachers and trainers use the experience of physical education of many other countries. Specificity of the organization of school sports and physical education in the US is seen through the prism of the numerous victories of the American team at the Olympic Games, as well as the successful performances of American athletes at various international competitions.

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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.

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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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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjeily. "Lebanese Secondary Physics Teachers’ Attitudes Towards the Use of ICT." International Journal of Learning and Teaching 11, no. 1 (January 30, 2019): 8–27. http://dx.doi.org/10.18844/ijlt.v11i1.3891.

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ICT is increasingly widespread, influencing educational systems worldwide. The effectiveness of ICT in any educational reform movement should not be taken for granted. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. Teachers are the key to the appropriate integration of technology in the educational system. The attitude of physics teachers has a tremendous effect on its integration in physics classrooms. This research paper is aimed to examine the attitudes toward the use of ICTs among Lebanese secondary physics teachers. A sample of 141 secondary physics teachers was assessed for their ICTs’ attitude using a Likert type questionnaire. The questionnaire focused on the teachers’ effect towards ICT, aware of usefulness and their confidence to use ICT. This research paper discussed the overall profile of physics teachers’ attitude towards ICT implementation and the difference in teachers’ attitude towards ICT among teachers’ gender, years of experience and age. The results of both descriptive and inferential statistics showed a positive attitude towards ICT and no gender, years of experience or age differences among physics teachers’ attitudes. Implications for teacher training and suggestions for further research are provided.

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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.

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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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Tekerek, Mehmet, Orhan Ercan, and Adem Tekerek. "A descriptive study about internet use attitudes of physics teachers." Procedia - Social and Behavioral Sciences 15 (2011): 3758–62. http://dx.doi.org/10.1016/j.sbspro.2011.04.369.

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Erdemir, Naki, and Mustafa Sami Topcu. "THE IMPACT OF PRESENTATION GRAPHICS ON PRESERVICE SCIENCE TEACHERS’ ATTITUDES TOWARDS PHYSICS." Journal of Baltic Science Education 11, no. 2 (June 20, 2012): 141–52. http://dx.doi.org/10.33225/jbse/12.11.141.

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In this study, the effects of presentation graphics on Preservice Science Teachers’ (PST) attitudes towards physics were investigated. The research was performed on two groups. While one group was an experimental group, another was a control group. The research was conducted in the context of an undergraduate-level physics course, and this course was taught to two groups. While the experimental group consisted of forty PST and was taught with presentation graphics as well as traditional lecturing method, the control group consisted of forty PST and was only taught with traditional lecturing method. The data were collected by means of a scale of attitudes towards physics. In light of the findings of the present research, it was concluded that the attitudes of the experimental group towards physics were much more improved positively than the control groups’ attitude toward physics after the treatment involving presentation graphics. Key words: attitudes towards physics, presentation graphics, preservice science teachers.

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Maulana, M., N. Hanifah, A. N. Aeni, J. Julia, and A. A. Syahid. "Developing mathematical investigative attitudes of prospective primary school teachers." Journal of Physics: Conference Series 1318 (October 2019): 012146. http://dx.doi.org/10.1088/1742-6596/1318/1/012146.

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Ogan‐Bekiroglu, Feral. "Assessing Assessment: Examination of pre‐service physics teachers' attitudes towards assessment and factors affecting their attitudes." International Journal of Science Education 31, no. 1 (December 12, 2008): 1–39. http://dx.doi.org/10.1080/09500690701630448.

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El Atlassi, Mohamed, Mohamed Merouane El Hammoumi, Abderrahim Khyati, and Mohammed Talbi. "ATTITUDES IN CLASS AND MODERN TEACHING OF MOROCCAN PHYSICS-CHEMISTRY TEACHERS." Journal of Southwest Jiaotong University 56, no. 6 (December 24, 2021): 400–410. http://dx.doi.org/10.35741/issn.0258-2724.56.6.34.

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In recent years, education in Morocco has undergone a curriculum reform that aims to place the student at the heart of educational activities, to make him/her an actor and responsible for his/her learning. Such reform requires changes in pedagogy and the practices of pedagogical actors. We conducted a qualitative study among 13 physics and chemistry teachers in Moroccan high schools to improve learning methods for solution chemistry. This study aims to understand why Moroccan students favor memorization over to the detriment of reasoning based on theoretical models of solution chemistry. We start from the assumption that students cannot be held solely responsible for their way of reasoning; we can also make the teacher responsible. We believe that the pedagogical approaches and teaching methods used in the classes do not promote the development of the pupils’ personality and limit their capacity for analysis and synthesis and their possibilities of acquiring conceptual and methodological tools. In this research, we have considered doing a qualitative study using two data collection instruments: the interview and classroom observation. The results clearly show that teachers position themselves as repeaters and distillers of knowledge; therefore, modern teaching methods rarely seem to be present despite multiple educational innovations and the continuing and initial training. Furthermore, our attention was caught by the inconsistency between the attitudes of teachers in the classroom and their beliefs expressed during the interview about the strategies and teaching methods used.

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Eshach, Haim, Hsin-Kai Wu, Fu-Kwun Hwang, and Ying-Shao Hsu. "Whole Class Dialogic Discussion Meets Taiwan’s Physics Teachers: Attitudes and Culture." Journal of Science Education and Technology 23, no. 1 (August 7, 2013): 183–97. http://dx.doi.org/10.1007/s10956-013-9462-8.

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Al Sultan, Adam. "Preservice Elementary Teachers’ Attitudes toward Conducting Scientific Inquiry Activities." International Journal of Science, Mathematics and Technology Learning 28, no. 2 (2021): 23–40. http://dx.doi.org/10.18848/2327-7971/cgp/v28i02/23-40.

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Feder, Toni. "The US is in dire need of STEM teachers." Physics Today 75, no. 3 (March 1, 2022): 25–27. http://dx.doi.org/10.1063/pt.3.4959.

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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.

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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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Putra, Zetra Hainul, Desri Rahmadhani, Eddy Noviana, and Neni Hermita. "Prospective elementary teachers’ attitude toward technology-based mathematics assessment." Journal of Physics: Conference Series 2279, no. 1 (May 1, 2022): 012007. http://dx.doi.org/10.1088/1742-6596/2279/1/012007.

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Abstract This research is motivated by the rapid development of information communication and technology (ICT) in the era of the industrial revolution 4.0. Most teachers seem to be unfamiliar with the use of technology in teaching and learning mathematics. In the present study, we are interested in investigating prospective elementary teachers’ attitudes towards technology-based mathematics assessment. We surveyed 70 prospective elementary teachers from a teacher education study program in Riau province, Indonesia. The study results show that prospective elementary teachers have positive attitudes towards the technology-based mathematics assessment. More than 75% and 55% of third and first-year students agreed with technology usage in mathematics assessment. They provided several reasons underlying the agreeableness of technology-based mathematics assessment, such as innovation, practices, and need to be used in line with the current situation.

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Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?" Journal of Education and Training Studies 9, no. 7 (July 27, 2021): 41. http://dx.doi.org/10.11114/jets.v9i7.5266.

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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.

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Munjiyah Ali Zabbani, Munjiyah Ali Zabbani. "Attitudes of physics teachers towards the use of electronic evaluation tools in designing the performance tasks in the administration of Sebia’s education: اتجاهات معلمي الفيزياء نحو استخدام أدوات التقويم الإلكتروني في تصميم المهمات الأدائية بإدارة تعليم صبيا". مجلة العلوم التربوية و النفسية 6, № 11 (28 березня 2022): 110–36. http://dx.doi.org/10.26389/ajsrp.j260821.

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The study aimed to reveal the attitudes of physics teachers towards the use of electronic evaluation tools in designing performance tasks in the Sebaya Education Department. In order to achieve the objectives of the study, the study applied the descriptive analytical method. The study sample consisted of (85) male and female teachers. The study also used the questionnaire as a main tool in data collection. The most important findings of the study are that the most important ways to develop the attitudes of physics teachers towards the use of electronic assessment tools in the design of performance tasks are to educate and educate the student about the importance of distance education, and to provide free Internet services to facilitate the application of electronic assessment tools for each teacher and student who needs them. There are statistically significant differences between the average estimates of the sample members about the attitudes of physics teachers towards the use of electronic evaluation tools in designing the performance tasks due to gender. Based on the findings of the study, the study recommended the necessity of employing electronic evaluation tools in designing the performance tasks.

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Rotnitsky, Irina, Roman Yavich, and Nitza Davidovich. "The Impact of the Pandemic on Teachers' Attitudes toward Online Teaching." International Journal of Higher Education 11, no. 5 (March 22, 2022): 18. http://dx.doi.org/10.5430/ijhe.v11n5p18.

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The pandemic affected the most on the student population in the shortest time. The number of students whose studies were discontinued in March 2020 was about 300 million. The number reached to 1.6 billion on April 2020. To provide basic education for the students during the pandemic, many countries transferred to a mandate of distance learning for the education system. Use of different platforms for distance learning has helped reduce learning gaps. The Corona virus has forced educational systems to enter in a mode of digital transformation and to leave physical classrooms. The impact of this situation was felt at every level of the education system, from kindergartens to universities. This situation creates not only challenges, but many opportunities. Learning in the global open space creates new learning environments and the use of new learning materials.A case study was conducted in Israel. Self-prepared questionnaires were given to 123 educators who teach in elementary schools, middle schools and high schools Teachers who participated in case study teach exact sciences (mathematics, physics, science, and technology), multi-text subjects (language, literature and history) and foreign languages (Arabic and English). The purpose of the case study is to examine the habits of using tools for distance learning, to examine whether there is a difference in the habits of using technological tools between teachers at different age groups, to examine teachers' attitudes to distance learning assessment tools and to examine teachers' recommendations for different subjects and different age groups.The findings indicate that middle school and high school teachers prefer close help and support during online learning. High school and middle school teachers would prefer to continue distance learning even when face-to-face teaching is possible, unlike teachers who teach in elementary schools who prefer face-to-face teaching. The recommendations of high school teachers also indicated that it is necessary to increase the support system during online learning. When we examined the differences between the different subjects, we saw that teachers of science and mathematics subjects feel that most students do not take an active part during the lesson. Despite this, teachers that teach humanities subjects report that they feel that students are actively participating in online learning processes. Teachers report that changes must be done in assessment's methods. Teachers also report that during distance learning it is more difficult to follow students' progress.

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Palic, Gunay, and Nimet Pirasa. "A Study of Pre-service Teachers’ Tendency for Imprudent Behaviour and Physics Laboratory Attitudes." Procedia - Social and Behavioral Sciences 47 (2012): 823–28. http://dx.doi.org/10.1016/j.sbspro.2012.06.742.

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Shidiq, A. S., and S. Yamtinah. "Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills." Journal of Physics: Conference Series 1157 (February 2019): 042014. http://dx.doi.org/10.1088/1742-6596/1157/4/042014.

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Huda, Ismul, Hendra Yulisman, Cut Intan Evtia Nurina, Fatilah Erni, and Dahlan Abdullah. "Investigating pre-service teachers about their competencies, experiences, and attitudes towards technology integration." Journal of Physics: Conference Series 1114 (November 2018): 012033. http://dx.doi.org/10.1088/1742-6596/1114/1/012033.

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Haagen-Schützenhöfer, Claudia, and Birgit Joham. "Professionalising Physics Teachers in Doing Experimental Work." Center for Educational Policy Studies Journal 8, no. 1 (March 26, 2018): 9. http://dx.doi.org/10.26529/cepsj.333.

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It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boostfor experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the centralconcepts of physics. Besides this function of “learning physics”, empirical evidence shows that experimental work in general has a high potential for promoting “learning about science” and finally “doing science”. Promoting aspects of how science works has become important, as the ideas of scientific literacy and competence orientation have been established as central educational goals in many national education systems. However, empirical studies show that the reality in schools does not match these expectations. Conventional physics classes still aim only at the mastery of content, and experiments that cognitively activate students and address issues related to the Nature of Science (NOS) have not been implemented extensively. The reasons for this can be found in teachers’ attitudes and beliefs, as well as in their PCK concerning experiments and scientific knowledge production. In past decades in Austria, teacher education did not focus a great deal on the didactical aspects of experiments or their integration into physics classes in order to promote aspects of scientific literacy and competence orientation. Furthermore, there is a lack of high quality continuing professional development courses that promote the concepts of Inquiry-Based Learning (IBL) in combination with relevant ideas of NOS. The present study examines inservice teachers’ beliefs about the function of experiments in science teaching and their meaningful integration into science classes. In the form of case studies, we follow the professional development of teachers in this field during continuing teacher training.

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Noor, Faiq Makhdum, Henry Setya Budhi, and Dody Rahayu Prasetyo. "Scientific Work of Pre-Service Science Teacher in Basic Physics Practicum: Analysis of Major Background with Scientific Work Capabilities." THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING 3, no. 1 (June 24, 2020): 51. http://dx.doi.org/10.21043/thabiea.v3i1.7213.

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Basic Physics Practicum is a course taken by the pre-service science teacher of Tarbiyah Faculty of IAIN Kudus. Pre-service science teachers are required to carry out scientific work in the practicum. Scientific work includes scientific attitudes, scientific communication, and scientific process skills. The problem in this research is how the level of scientific work of pre-service science teachers who have different fields of study background in high school. The purpose of this study is to determine the level of scientific work of pre-service science teachers who have different fields of study background in high school. The research method used is a quantitative descriptive method in which research data are obtained through instruments in the form of questionnaire sheets and observation sheets. Based on the results of the study note that the ability to work scientifically which includes scientific attitudes, scientific communication, and scientific process skills possessed by a pre-service science teacherwith non-natural science backgrounds is lower than with the natural science ones. These results provide input to the lecturer team to revise the practicum draft that has been prepared so that it is more effective in improving the scientific workability, especially for pre-service science teachers with non-natural backgrounds.

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Maison, Aprizal Lukman, Nurdatul Jannah, Dodi Setiawan Putra, and Tari Okta Puspitasari. "REVIEW OF EDUCATIONAL PSYCHOLOGY: ATTITUDE TOWARDS PHYSICS AND BIOLOGY." Humanities & Social Sciences Reviews 8, no. 2 (July 26, 2020): 158–66. http://dx.doi.org/10.18510/hssr.2020.82e20.

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Purpose of the study: The attitudes of students when learning are behaviors that can be learned from psychology. This study aims to determine the comparison of students' attitudes towards physics and biology in Adhyaksa 1 Senior High School in Jambi City and the State Senior High School 8 in Batanghari Regency, Indonesia. Methodology: The sample used was 282 students consisting of 140 students at Senior High School Adhyaksa 1 Jambi, and 142 students at Senior High School 8 Batanghari, and this type of research was a comparative quantitative study with a survey design. The instrument used was a questionnaire, and the data were analyzed using descriptive and inferential statistics. Main Findings: The results obtained indicate that there are differences in the attitudes of students at senior high school Adhyaksa 1 Jambi with Senior high school 8 Batanghari with a ratio of 0.046 attitudes toward physics and 0.032 attitudes toward biology. Shows that students' attitudes toward physics and biology have some comparisons in the Batanghari region and the Kota Jambi. Applications of this study: These findings can contribute to the realm of psychology to enhance students' positive attitudes towards physics and biology subjects in secondary education institutions, especially in the Indonesian region. Negative attitudes towards science, especially towards physics and biology such as those found in senior high schools in the Batanghari Regency and Jambi City, need to be pursued to become positive attitudes. Novelty/Originality of this study: The novelty of this research is to explore the quality psychology knowledge of students for Physics and biology teachers, especially in education. Besides, to find out how students' attitudes towards science, especially physics and biology. In this case, the student attitudes towards physics and biology in the Batanghari Region and Jambi City.

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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.

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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

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Darmaji, Darmaji, Astalini Astalini, Dwi Agus Kurniawan, and Rahmat Perdana. "A study relationship attitude toward physics, motivation, and character discipline students senior high school, in Indonesia." International Journal of Learning and Teaching 11, no. 3 (July 31, 2019): 99–109. http://dx.doi.org/10.18844/ijlt.v11i3.4207.

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This research to see students’ attitude toward in physics learning, student motivation in physics learning, discipline student in physics learning, and the relationship between students’ motivation and attitudes toward physics subject. Using correlational quantitative research with correlational design, the subjects of the study were students of 612 students in senior high school Batanghari and Muaro Jambi district Provence Jambi, Indonesia. Instruments research is questionnaires attitude, motivation, and discipline. Analytical techniques are using descriptive statistics and inferential. The results the three indicators of student attitudes show good results, and for motivation and discipline students also show good results, with these results, there is a relationship between attitudes, motivation, and student discipline. Recommendation, therefore, it is very important for teachers to implement learning that fosters attitudes, motivation, and discipline of students in learning. Keywords: Attitude toward physics, motivation, discipline;

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Asnawi, D. Iriyani, T. Prakoso, and L. E. Setijorini. "Elementary School Teacher’s Training and Coaching as Trustees of the National Science Olympiad (OSN) in Surabaya Using Science Practicum at SDN I Airlangga Surabaya." Journal of Physics: Conference Series 2110, no. 1 (November 1, 2021): 012019. http://dx.doi.org/10.1088/1742-6596/2110/1/012019.

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Abstract The purpose of this community service activity is to provide knowledge and practical science skills to support the National Science Olympiad (OSN) activities for teachers at SDN I Airlangga Surabaya and its surroundings. Based on the questionnaire distributed to the teachers of the SDN I Airlangga Surabaya, it showed that most of the teachers (87%) had never carried out practicum or experimental activities to support the OSN of Science at school. One of the targets to be achieved through this activity is to change attitudes and to increase the knowledge and skills of the SDN I Airlangga Surabaya teachers who have skills in science practicum to support OSN. The training was conducted using lecture methods, slides and videos, question and answer, interactive dialogue, brainstorming and work practices. There are three things that the partners got after holding the training, namely a) Knowledge; it seems that participants have gained new knowledge about the implementation of elementary science practicums after the training, b) Skills; participants seem to have had the skills to carry out practical science activities of elementary school, c) Attitude (behaviour); according to the practicum activities carried out, scientific attitudes were formed by the participants in supporting science olympic activities. In implementing the training, the partners generally have a great willingness and interest to participate on the training.

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Alarabi, Khaleel, Hassan Tairab, Lutfieh Rabbani, and Sara El Hassan Hamad. "Teachers’ and Students’ Attitudes Toward Online Physics Education During the COVID-19 Pandemic in UAE." International Journal of Instruction 15, no. 4 (October 1, 2022): 293–310. http://dx.doi.org/10.29333/iji.2022.15417a.

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Saddhono, K., I. Mulyaningsih, I. K. Sudarsana, and R. T. Manurung. "Indonesian Language Teachers’ Attitudes toward ICT Utilization in Learning for Elementary School in Surakarta." Journal of Physics: Conference Series 1254 (November 2019): 012062. http://dx.doi.org/10.1088/1742-6596/1254/1/012062.

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Abaniel, Arra. "Enhanced conceptual understanding, 21st century skills and learning attitudes through an open inquiry learning model in Physics." Journal of Technology and Science Education 11, no. 1 (February 10, 2021): 30. http://dx.doi.org/10.3926/jotse.1004.

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The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study investigated the effects of the open inquiry learning model in Physics on the concept and 21st century skill attainment, and learning attitudes of grade 12 students of a state university in the Philippines. The study involved a pre-test-posttest experimental design using quantitative approaches. Normalized Hake gain was used to determine the effectiveness of the open inquiry learning model in enhancing the concept attainment of students. Non-parametric test, particularly, Wilcoxon signed ranks test, determined the significant difference between the pre and post-test scores. Net shift in pre-test and post-test scores in Colorado Learning Attitude about Science Survey (CLASS) identified a shift in the learning attitudes of students. The difference between the pre-test and post-test scores of students was found to be significant (Z=-3.927, p=0.000<0.05; Z=-3.387, p=0.001<0.05). Students achieved high Hake gain (0.82). There was also a positive shift in the learning attitudes of students. Thus, the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students. Because of its positive effects on students’ holistic learning, further promotion of this learning pedagogy is needed, especially in the Philippines setting. A series of professional development programs anchored on this learning pedagogy may be launched to train teachers and pre-service teachers.

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Pahl, Angelika, and Reinhard Tschiesner. "What Influences Attitudes and Confidence in Teaching Physics and Technology Topics? An Investigation in Kindergarten and Primary-School Trainee Teachers." Sustainability 14, no. 1 (December 22, 2021): 87. http://dx.doi.org/10.3390/su14010087.

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This study investigated the correlations of general knowledge, vocational interests, and personality with trainee teachers’ attitudes and perceived capabilities in teaching physics and technology topics in kindergarten and primary school. A quantitative survey was composed using the Nature–Human–Society questionnaire, the general knowledge test BOWIT, the general interest structure test AIST-R, and the 10-item Big Five Inventory. The sample consisted of 196 female trainee teachers for kindergarten and primary school, and the results showed that only a few trainee teachers favoured teaching physics and technology topics. The bivariate analyses indicated that investigative and realistic interests were highly correlated with their confidence in teaching physics and technology topics, followed by significant relationships with possessing general knowledge in science and technology. The relationships with personality, especially neuroticism and extraversion, were also evident, but they were not as strong. The results were further differentiated in various subgroups (i.e., a group who favoured teaching physics and technology topics versus a group who did not, as well as a group with the typical interest profile of kindergarten and primary-school teachers versus a group with a social and investigative interest profile), which provided additional insights.

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Látal, František. "REMOTE TEACHING LABORATORIES IN PHYSICS LESSONS - ATTITUDES OF STUDENTS AND TEACHERS TO THE REMOTELY CONTROLLED EXPERIMENTS." Problems of Education in the 21st Century 37, no. 1 (December 15, 2011): 83–89. http://dx.doi.org/10.33225/pec/11.37.83.

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This article describes five remotely controlled experiments, which were created at the Department of Experimental Physics in Olomouc (Volt-ampere characteristics of six different light sources, Determination of gravity from the period of oscillation of the mathematical pendulum, Study of water flow in the system of closed tubes, Weather station at Palacky University in Olomouc and Monitoring of radioactive background in Olomouc). These experiments are accessible from the web address http://ictphysics.upol.cz/remotelab. The paper describes a new approach to creating remotely controlled experiments using Web Services from the company National Instrumnets. The paper also deals with questionnaire survey, which examined attitudes of students and teachers to the remotely controlled experiments. This questionnaire survey was attended by 74 students of Physics from Faculty of Science in Olomouc and 48 teachers of Physics from secondary schools. This paper outlines our current research and reflection of remotely controlled experiments and it describes the educational point of view of the remotely controlled system. Key words: ICT, internet, physics, questionnaire, remotely controlled experiment.

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Siew, Nyet. "Exploring Primary Science Teachers’ Creativity and Attitudes through Responses to Creative Questions in University Physics Lessons." British Journal of Education, Society & Behavioural Science 3, no. 1 (January 10, 2013): 93–108. http://dx.doi.org/10.9734/bjesbs/2013/2656.

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37

Enil, Gizem, and Yüksel Köseoğlu. "Investigation of nanotechnology awareness, interests and attitudes of pre-service Science (Physics, Chemistry and Biology) teachers." International Journal of Social Sciences and Education Research 2, no. 1 (January 2, 2016): 50–63. http://dx.doi.org/10.24289/ijsser.279084.

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38

Johnston, Jane, and Maija Ahtee. "Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity." Teaching and Teacher Education 22, no. 4 (May 2006): 503–12. http://dx.doi.org/10.1016/j.tate.2005.11.015.

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39

El-Hars, Fouad, Nabil Morchid, Issam Benqassou, Abdelhamid Lechhab, Mohammed Chekour, and Moulay Mustapha Hafid. "Conceptual and Methodological Issues in Error Treatment: The Case of Physics Teaching in Morocco." Journal of Educational and Social Research 12, no. 6 (November 5, 2022): 52. http://dx.doi.org/10.36941/jesr-2022-0144.

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The literature on error treatment techniques in education is abundant; still, the linkage between what is theoretical and what is practical can be very contentious. For this same reason, teachers are faced with the challenge of implementing consistent approaches of error treatment. Another focal point in this study is the divide between natural sciences and social sciences. In many cases, teachers of natural sciences cannot relate to the affordances of the social sciences to reshape and foster their pedagogical practices. This paper is intended to investigate error treatment practices amongst physics teachers in Morocco beyond and above what is stated in official guidelines. In particular, the current study was carried out with a total number of 120 high school teachers in Morocco during the academic year 2021-2022. The questionnaire method was used for the collection of numeric data while the interview method was used for probing the attitudes of the respondents towards the phenomenon under investigation. The legitimacy of the data was validated by means of multiple numeric estimations. The outputs from data analysis revealed a pressing need for teacher continuing professional development, being a prerequisite for fostering physics teachers’ pedagogical skills. Received: 2 August 2022 / Accepted: 12 October 2022 / Published: 5 November 2022

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a, Monica, A. Abuh, and Nwaba A. Attah. "A STUDY OF FACTOR INFLUENCING ATTITUDE TOWARDS LEARNING OF PHYSICS AMONG SENIOR SECONDARY SCHOOL STUDENTS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 359–65. http://dx.doi.org/10.21474/ijar01/12845.

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Physics is among the significant science subjects taught at the secondary school level in Nigerias education system. There has been a growing concern about the poor performance in physics in Nigeria. The present study was aimed to determine teachers likability as a factor that could influence students attitudes towards physics. The study adopted a cross-sectional survey. The population of the survey includes secondary school students in the Kogi State of Nigeria. Participants comprised males and females senior secondary school students. They were mainly pooled from the science class. One hundred and thirty-nine students participated in the study. Data was collected using a Teachers Likability Scale and the Physics Attitude Scale (PAS). The result revealed that most of the respondents indicated a negative attitude toward the subject (M = 0.87, SD = 0.35), while few (M = 0.18, SD = 0.39) showed a positive attitude towards the subject. A linear regression model was conducted to test the study hypothesis.The result showed that teachers likability statistically significantly predicted attitude towards physics F(1,137), 124.617 P< .05. The study concluded that a teachers likability is a significant predictor of attitude towards physics. Thus, it is recommended that teachers should be more facilitators than strict instructors.

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Sageidet, Barbara Maria. "Norwegian early childhood teachers' stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability." Nordic Studies in Science Education 12, no. 2 (September 23, 2016): 121–39. http://dx.doi.org/10.5617/nordina.955.

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This paper presents Norwegian early childhood teachers’ own evaluations of their practices, interests and attitudes, and of their kindergarten’s learning culture, related to daily activities with children. The purpose of this study was to examine the focus and priority given to activities related to science, technology, environmental issues and sustainability, in comparison to other subjects. Semi-structured questionnaires were completed by 93 randomly selected early childhood teachers. The results show that most of them hold positive attitudes towards science, and are personal interested in science-related subjects. They state that their activities with the children mainly consist of nature- and outdoor-related subjects, followed by social competences, language stimulation and physical education. Activities related to chemistry, geology, physics, technology, gardening and sustainability are infrequent. Science is a natural part of many interdisciplinary themes. Appropriate science competence among early childhood teachers is needed to increase children’s opportunities to gain specific science related experiences.

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Santoso, Purwoko Haryadi, Edi Istiyono, and Haryanto. "Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology." Education Sciences 12, no. 9 (August 25, 2022): 582. http://dx.doi.org/10.3390/educsci12090582.

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There is a national shift in the new Indonesian curriculum towards employing differentiated learning approaches in addressing the diversity of students’ needs and abilities. A teachers’ judgment evidently corresponds to the duty required of physics teachers to monitor their students at an individual level. Within the context of Indonesian physics education research (PER), empirical study addressing this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgments within differentiated learning environments have been investigated through phenomenological study. Physics teachers were voluntarily recruited after they declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and information and communication technology (ICT) experiences. The latter experience might be taken into account since, through this study, upcoming developmental research will be projected on engaging recent technological approaches to address the limitations of teachers’ judgments. Online semi-structured interviews (~50 min) were conducted by the first author to all physics teachers involved. Other authors contributed in reviewing the interview protocol and training the first author’s pilot interview. The model of teachers’ thought and action, from Clark and Peterson, was implemented to uncover physics teachers’ experiences and limitations in making judgments within a diverse group of students. The findings revealed that physics teachers have conceded that they should dynamically adapt the learning process in order to meet heterogeneous students’ performances. Personal observation has mainly informed teachers in identifying students’ differences. After students have been identified, the teachers creatively designed learning transformations to accommodate the wide spectrum of students’ abilities. Nevertheless, several limitations were discovered as being encountered by physics teachers, particularly in terms of judgments’ equity and accuracy, as well as the teachers’ workloads. To overcome this, the teachers indicated various and supportive attitudes about technological implementations that would assist their judgments. Ideas for technological development were provided to address identified obstacles during the teachers’ judgments.

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Joubran, F., and L. Várnai. "Comparison between Israeli and Hungarian high school physics teachers’ attitudes towards general relativity assimilation in the curriculum." Journal of Physics: Conference Series 1929, no. 1 (May 1, 2021): 012034. http://dx.doi.org/10.1088/1742-6596/1929/1/012034.

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44

Sneddon, PH, and R. Douglas. "The attitudes towards, and experiences of, laboratory teaching in Year 1 chemistry and physics university courses." New Directions in the Teaching of Physical Sciences, no. 9 (February 12, 2016): 49–54. http://dx.doi.org/10.29311/ndtps.v0i9.499.

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Our study compares the attitudes to their lab experience of students in two science subjects, Chemistry and Physics. We found this to be consistent across the disciplines. Laboratory learning is appreciated by students, as a means to develop knowledge and skills. Many of the benefits that students report are in line with the aims set out by the American Association of Physics Teachers (AAPT) for practical teaching. This suggests that laboratory teaching in both subjects is meeting its goals and providing a valuable contribution to the education of students.

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Milner-Bolotin, Marina, Heather Fisher, and Alexandra MacDonald. "Modeling Active Engagement Pedagogy through Classroom Response Systems in a Physics Teacher Education Course." Lumat: International Journal of Math, Science and Technology Education 1, no. 5 (December 30, 2013): 523–42. http://dx.doi.org/10.31129/lumat.v1i5.1088.

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One of the most commonly explored technologies in Science, Technology, Engineering, and Mathematics (STEM) education is Classroom Response Systems (clickers). Clickers help instructors generate in-class discussion by soliciting student responses to multiple-choice conceptual questions and sharing the distribution of these responses with the class. The potential benefits of clicker-enhanced pedagogy include: increased student engagement, reduced anxiety, continuous formative assessment, and enhanced conceptual understanding. Most studies, however, investigate the effects of clicker-enhanced instruction in large undergraduate STEM courses. The impact of this pedagogy on learning in small secondary or post-secondary classrooms is still relatively unexplored. The context of this study is a secondary physics methods course in a Teacher Education Program at a large Canadian university. One of the course assignments required future teachers to develop multiple-choice conceptual questions relevant to the secondary physics curriculum. This study investigates the impact of modeling clicker-enhanced active engagement pedagogy on future teachers’ Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, as revealed by this assignment. The results of the study indicate that: (1) modeling clicker-enhanced pedagogy in a physics methods course increases future teachers’ interest in active learning; (2) clicker-enhanced pedagogy is a powerful vehicle for developing Pedagogical Content Knowledge of future physics teachers; (3) clicker-enhanced pedagogy is a useful tool for teacher educators for identifying and addressing the gaps in the Content Knowledge of future teachers. This study sheds light on developing future teachers’ capacities to design and implement instruction that is driven by conceptual questions in the presence or absence of technology and the impact of this process on their Pedagogical Content Knowledge and attitudes about conceptual STEM learning.

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46

Antwi, Victor, Nelly Adjoa Sakyi-Hagan, Fortune Addo-Wuver, and Bismark Asare. "Effect of Practical Work on Physics Learning Effectiveness: A Case of a Senior High School in Ghana." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 3 (September 30, 2021): 43–55. http://dx.doi.org/10.46606/eajess2021v02i03.0102.

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This study investigated the effect of practical work on students’ academic achievement, acquisition of scientific process, skills and attitudes towards the study of selected topics in electricity. Fifty (50) Form Two Physics students from a Senior High Technical School in the Kwaebibirem Municipal of the Eastern Region of Ghana participated in the study. Instruments used to collect data included a student learning evaluation form, questionnaire and pre-and-post-intervention tests. Data was analysed using descriptive statistics and Microsoft Excel 2010 Computer Software. The findings indicated that the students’ academic performance were enhanced, they acquired important scientific process skills needed for science practical work and developed positive attitudes towards science practical work. The study recommended that Physics teachers should adopt practical work as a teaching technique and as well be encouraged to teach concepts alongside with practical activities.

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47

Antwi, Victor, Nelly Adjoa Sakyi-Hagan, Fortune Addo-Wuver, and Bismark Asare. "Effect of Practical Work on Physics Learning Effectiveness: A Case of a Senior High School in Ghana." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 3 (September 30, 2021): 43–55. http://dx.doi.org/10.46606/eajess2021v02i03.0102.

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This study investigated the effect of practical work on students’ academic achievement, acquisition of scientific process, skills and attitudes towards the study of selected topics in electricity. Fifty (50) Form Two Physics students from a Senior High Technical School in the Kwaebibirem Municipal of the Eastern Region of Ghana participated in the study. Instruments used to collect data included a student learning evaluation form, questionnaire and pre-and-post-intervention tests. Data was analysed using descriptive statistics and Microsoft Excel 2010 Computer Software. The findings indicated that the students’ academic performance were enhanced, they acquired important scientific process skills needed for science practical work and developed positive attitudes towards science practical work. The study recommended that Physics teachers should adopt practical work as a teaching technique and as well be encouraged to teach concepts alongside with practical activities.

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48

alzobai, Etmad Naji Fayadh, and Sameerah Adnan Thrther A-Qaisi. "A Training Program for Physics Teachers Based on Self-learning Strategies and Its Effect on Their Technological Enlightenment and Productive Thinking." International Journal of research in Educational Sciences 4, no. 4 (September 15, 2021): 305–41. http://dx.doi.org/10.29009/ijres.4.4.8.

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This paper aims to construct a proposed training program according to self-organized learning strategies for physics teachers and its effect on their technological enlightenment and productive thinking. The sample consists of (32) teachers and schools; (16) teachers as an experimental sample and (16) as a control sample. The tools are prepared, which are the Enlightenment Technology Scale, which was adopted by (Faez, 2016) consisting of (60) items. The Researchers have prepared the Productive Thinking Test, which consists of two domains: the Critical Thinking Field, which consists of (15) and the Creative Thinking Domain consisting of (9) situations. The stability of productive thinking is (0.88), and the results show that the proposed training program, according to some self-organized learning strategies, meets the training needs of the trainees with remarkable effectiveness to improve the level of their teaching and educational technological performance and achieve the desired goals. The training is influential in bringing about the transfer of training to their students in developing their attitudes towards self-learning. The recommendations are to; apply the training program to the applied students in colleges, reduce the burden on physics teachers, reduce the fear of physics and increase the efficiency of teaching and learning.

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Uden, Lorna, Fauziah Sulaiman, and Ronald Francis Lamun. "Factors Influencing Students’ Attitudes and Readiness towards Active Online Learning in Physics." Education Sciences 12, no. 11 (October 26, 2022): 746. http://dx.doi.org/10.3390/educsci12110746.

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Many factors can influence students’ attitudes and their readiness to learn, especially with respect to learning physics online. Traditional online learning, where the teacher is the sole speaker, is inappropriate for learning physics because there must be live demonstrations and activities connecting theories with real world experiences. Online learning for physics must be active and engaging. Students would find the traditional form of online instruction difficult, because there is no physical social interaction between teacher and students. In our teaching work, we have found that factors such as computer skills/ICT skills, learning preferences, prior knowledge and motivation are important for students’ learning. What are the perceptions and attitudes of learners regarding these factors? The aim of this paper is to investigate the attitudes of students’ responses to computer/ICT skills, learning preferences, prior knowledge, and motivation pre-online learning and post-online learning in a case study. The research used a hierarchical regression for data analysis across a sample of young respondents who studied physics at Labuan Matriculation College, i.e., pre-university, in year one of their enrolment. The study involved two phases. A survey was conducted to assess the attitudes of the students prior to the implementation of active online learning. The pre-survey results showed that students considered learning preference and motivation to be important factors that would influence their active online learning. Post-survey responses and views communicated after completion of the learning revealed that all four factors have positive influence in their learning. Principles from neuroscience were used to explain why these four factors were important. The paper also provides guidelines on how teachers can use principles from neuroscience to help students to improve active online learning based on these four factors.

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Osmanaj, Rudina, Klaudio Peqini, and Dafina Xhako. "The Use of PhET Simulations in Teaching Modality in High Schools in Albania before and during COVID 19-Pandemic." European Journal of Education and Pedagogy 2, no. 6 (December 21, 2021): 91–94. http://dx.doi.org/10.24018/ejedu.2021.2.6.229.

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In this paper, we present a survey - based study regarding the use of PhET simulations in the teaching modality in high schools of Albania before and during COVID-19. We are mainly interested in teachers' attitudes on Physics PhET simulations and their impact on the high school students’ performance. This study was performed in 125 high schools, in 10 different cities of Albania. For this, we have performed a survey composed of 25 questions for 180 teachers, of which 72 % working in public schools. The results show that most of the teachers, have information about PhET simulations but during the classical face to face teaching, the usage percentage was about 41%. While during online classes the use of PhET simulations increased. The results show that the interest of students toward physics increases when PhET simulations are used. What can be understood easily is the fact that even PhET simulations are very useful in understanding physics, both in face to face and online teaching, the teachers in Albania seems not to be so "friendly" with them. Albanian teachers seem to be more attractive by the traditional teaching.

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