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Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students' attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student's attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls - 56.8% and 203 boys - 43.2%), aged 14-16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students' quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student's grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student's achievement in Physics-chemistry, indicating that both attitudinal and cognitive variables should be taken into account on science education as well as in educative intervention. ; info:eu-repo/semantics/publishedVersion

The Distance Education is becoming more popular in today's society, involving a number of people increased, generating the need for actions in the area are accompanied by an intense reflection. In this article, we will be fomented some reflections on the use of Information and Communication Technologies and Distance Education geared to the Physics Teaching. In general talk about the motivations, conditions and possible contributions of Distance Education in Physics Teaching.

As we approach the second quarter of the twenty-first century, one may predict the environment will be among the dominant themes in political and educational discourse. This study investigates how three physics teachers integrated environmental topics and issues in their classroom. Data collection methods including field notes taken from observations, teachers' interviews, and a collection of artifacts and documents were used. The data were coded, analyzed, and organized into categories utilizing Fogarty's models of curriculum integration. Findings of this study indicate teachers acknowledge the importance of teaching environmental issues in their classrooms; however, implementing and utilizing effective integration strategies and models continues to present a challenge.

The following collection of problems in several important branches of physics has been made by Dr. Homer L. Dodge, head of Department of physics of the University of Oklahoma, with the cooperation of the liaison officers and officers of the various corps. cf. "Preface." p. [3] ; Mode of access: Internet.

This article is a review of the reports delivered by Bulgarian physics teachers on the National Conference on Physics Education in the period 2007 – 2023 in the context of their digital competencies' development. Its main goal is to provide a comprehensive exploration of the integration of digital technologies in physics education, emphasizing their role in enhancing teachers' and learners' digital competence across various dimensions. The study emphasizes on the significance of digital technologies in fostering digital literacy, communication, collaboration, content creation, responsible use, and problem solving among students in alignment with the DigCompEdu framework. Digital technologies, including virtual labs, simulations, coding platforms, and mobile apps, offer students dynamic and interactive learning experiences, promoting information and media literacy and hands-on experimentation.

Purpose: To develop an inventory of biomedical physics elements-of-competence for diagnostic radiography education in Europe.Method: Research articles in the English literature and UK documentation pertinent to radiography education, competences and role development were subjected to a rigorous analysis of content from a functional and competence analysis perspective. Translations of radiography curricula from across Europe and relevant EU legislation were likewise analysed to ensure a pan-European perspective. Broad Subject Specific Competences for diagnostic radiography that included major biomedical physics components were singled out. These competences were in turn carefully deconstructed into specific elements-of-competence and those elements falling within the biomedical physics learning domain inventorised. A pilot version of the inventory was evaluated by participants during a meeting of the Higher Education Network for Radiography in Europe (HENRE), held in Marsascala, Malta, in November 2004. The inventory was further refined taking into consideration suggestions by HENRE members and scientific, professional and educational developments. Findings: The evaluation of the pilot inventory was very positive and indicated that the overall structure of the inventory was sensible, easily understood and acceptable – hence a good foundation for further development. Conclusions: Use of the inventory by radiography programme leaders and biomedical physics educators would guarantee that all necessary physics elements-of-competence underpinning the safe, effective and economical use of imaging devices are included within radiography curricula. It will also ensure the relevancy of physics content within radiography education. The inventory is designed to be a pragmatic tool for curriculum development across the entire range of radiography education up to doctorate level and irrespective of whether curriculum delivery is discipline-based or integrated, presentation-based or problem-based. It is suggested that the methodology used in the evolution of the inventory be applied to the development of inventories of elements-of-competence for other learning domains within health professional curricula. ; peer-reviewed

In this paper we describe the STEAM pedagogy developed under the European Union's Horizon 2020 project iMuSciCA (interactive music science collaborative activities). We present the pedagogical model this interdisciplinary pedagogy is based on and we give a concrete example of lesson scenario in which this pedagogy is applied. In particular we show how this interdisciplinary pedagogy can strengthen the understanding of physics concepts and processes by connecting them to corresponding concepts and procedures typical of other disciplines like engineering and music.

The Review summarizes much of particle physics and cosmology. Using data from previous editions, plus 3,062 new measurements from 721 papers, we list, evaluate, and average measured properties of gauge bosons and the recently discovered Higgs boson, leptons, quarks, mesons, and baryons. We summarize searches for hypothetical particles such as supersymmetric particles, heavy bosons, axions, dark photons, etc. All the particle properties and search limits are listed in Summary Tables. We also give numerous tables, figures, formulae, and reviews of topics such as Higgs Boson Physics, Supersymmetry, Grand Unified Theories, Neutrino Mixing, Dark Energy, Dark Matter, Cosmology, Particle Detectors, Colliders, Probability and Statistics. Among the 117 reviews are many that are new or heavily revised, including new reviews on Pentaquarks and Inflation. The complete Review is published online in a journal and on the website of the Particle Data Group (http://pdg.lbl.gov). The printed PDG Book contains the Summary Tables and all review articles but no longer includes the detailed tables from the Particle Listings. A Booklet with the Summary Tables and abbreviated versions of some of the review articles is also available. ; The publication of the Review of Particle Physics is supported by the Director, Office of Science, Office of High Energy Physics of the U.S. Department of Energy under Contract No. DE–AC02–05CH11231; by the European Laboratory for Particle Physics (CERN); by an implementing arrangement between the governments of Japan (MEXT: Ministry of Education, Culture, Sports, Science and Technology) and the United States (DOE) on cooperative research and development; by the Institute of High Energy Physics, Chinese Academy of Sciences; and by the Italian National Institute of Nuclear Physics (INFN). ; The authors are grateful to Vincent Vennin for his careful reading of this manuscript and preparing Fig. 23.3 for this review. The work of J.E. was supported in part by the London Centre for Terauniverse Studies (LCTS), using funding from the European Research Council via the Advanced Investigator Grant 267352 and from the UK STFC via the research grant ST/L000326/1. The work of D.W. was supported in part by the UK STFC research grant ST/K00090X/1.

Particle Data Group: et al. ; The Review summarizes much of particle physics and cosmology. Using data from previous editions, plus 3,324 new measurements from 878 papers, we list, evaluate, and average measured properties of gauge bosons and the recently discovered Higgs boson, leptons, quarks, mesons, and baryons. We summarize searches for hypothetical particles such as supersymmetric particles, heavy bosons, axions, dark photons, etc. Particle properties and search limits are listed in Summary Tables. We give numerous tables, figures, formulae, and reviews of topics such as Higgs Boson Physics, Supersymmetry, Grand Unified Theories, Neutrino Mixing, Dark Energy, Dark Matter, Cosmology, Particle Detectors, Colliders, Probability and Statistics. Among the 120 reviews are many that are new or heavily revised, including a new review on High Energy Soft QCD and Diffraction and one on the Determination of CKM Angles from B Hadrons. The Review is divided into two volumes. Volume 1 includes the Summary Tables and 98 review articles. Volume 2 consists of the Particle Listings and contains also 22 reviews that address specific aspects of the data presented in the Listings. The complete Review (both volumes) is published online on the website of the Particle Data Group (pdg.lbl.gov) and in a journal. Volume 1 is available in print as the PDG Book. A Particle Physics Booklet with the Summary Tables and essential tables, figures, and equations from selected review articles is available in print and as a web version optimized for use on phones as well as an Android app. ; The publication of the Review of Particle Physics is supported by the Director, Office of Science, Office of High Energy Physics of the U.S. Department of Energy under Contract No. DE–AC02–05CH11231; by the European Laboratory for Particle Physics (CERN); by an implementing arrangement between the governments of Japan (MEXT: Ministry of Education, Culture, Sports, Science and Technology) and the United States (DOE) on cooperative research and development; by the Italian National Institute of Nuclear Physics (INFN); and by the Physical Society of Japan (JPS). Individual collaborators receive support for their PDG activities from their respective funding agencies. ; Peer reviewed

A booklet is available containing the Summary Tables and abbreviated versions of some of the other sections of this full Review. All tables, listings, and reviews (and errata) are also available on the Particle Data Group website: pdg.lbl.gov. ; This biennial Review summarizes much of particle physics. Using data from previous editions, plus 2158 new measurements from 551 papers, we list, evaluate, and average measured properties of gauge bosons, leptons, quarks, mesons, and baryons. We also summarize searches for hypothetical particles such as Higgs bosons, heavy neutrinos, and supersymmetric particles. All the particle properties and search limits are listed in Summary Tables. We also give numerous tables, figures, formulae, and reviews of topics such as the Standard Model, particle detectors, probability, and statistics. Among the 108 reviews are many that are new or heavily revised including those on neutrino mass, mixing, and oscillations, QCD, top quark, CKM quark-mixing matrix, Vud & Vus, Vcb & Vub, fragmentation functions, particle detectors for accelerator and non-accelerator physics, magnetic monopoles, cosmological parameters, and big bang cosmology. ; MICINN, Spain (FPA2009-07264-E). The publication of the Review of Particle Physics is supported by the Director, Office of Science, Office of High Energy and Nuclear Physics, the Division of High Energy Physics of the U.S. Department of Energy under Contract No. DE–AC02–05CH11231; by the U.S. National Science Foundation under Agreement No. PHY-0652989; by the European Laboratory for Particle Physics (CERN); by an implementing arrangement between the governments of Japan (MEXT: Ministry of Education, Culture, Sports, Science and Technology) and the United States (DOE) on cooperative research and development; and by the Italian National Institute of Nuclear Physics (INFN).