Suchergebnisse

A publication trend in Physics Education by employing bibliometric analysis leads the researchers to describe current scientific movement. This paper tries to answer "What do Physics education scientists concentrate in their publications?" by analyzing the productivity and development of publications on the subject category of Physics Education in the period 1980–2013. The Web of Science databases in the research areas of "Education - Educational Research" was used to extract the publication trends. The study involves 1360 publications, including 840 articles, 503 proceedings paper, 22 reviews, 7 editorial material, 6 Book review, and one Biographical item. Number of publications with "Physical Education" in topic increased from 0.14% (n=2) in 1980 to 16.54% (n=225) in 2011. Total number of receiving citations is 8071, with approximately citations per papers of 5.93. The results show the publication and citations in Physic Education has increased dramatically while the Malaysian share is well ranked.

Our focus is on graphic modeling in Physics education. The specificity of the graphic models: physics graphs, thermodynamic diagrams, vectors, force lines, oscillograms, computer graphic models are presented. Emphasis is put on the didactic possibilities for usage of graphic modeling in Physics education. In order to develop the internal structure of graphic modeling, the main techniques that can be used are considered. Possibilities for applying computer graphic modeling in Physics education are presented.

The aim of this thesis is to get a better understanding of the role of practical work in physics education in the Lao People's Democratic Republic (Lao PDR). The Lao PDR is one of least developed countries in the world with a weak base for science, and poor market opportunities for science graduates. The rapidly expanding educational system has many problems concerning quality of the infrastructure and staff competence. A combination of qualitative and quantitative methods was used in the study in order to assure reliability of the results. Data was collected through questionnaires, interviews, video-recordings, and my own ethnographic experiences of working in the Lao educational system for more than thirty years. The study was informed and results analysed with help of curriculum perspective and Cultural-Historical Activity Theory (CHAT). The findings show that Lao physics education curriculum at all levels is dominated by very traditional forms of teaching with an almost total absence of practical. Official curricular documents have statements prescribing teachers to do practical work in high school and university courses. However, few institutions have functioning equipment and skilled teachers for organising practical activities. Therefore, the majority of Lao students come to university and even can finish university without experience of practical work in physics. This shows the gap that exists between intended and implemented curricula. The majority of the students understand the importance of having practical activities in physics. However, after being exposed to laboratory experiments in an introductory physics course, they expressed criticism about the quality of instruction and the process of the practical work organisation. The laboratory group work analysis showed that discussions were mainly focused on understanding the experimental procedures, manipulating equipment, and collecting data for the report rather than on the physics content (object of activity, in CHAT terms). Based on the research results, it is possible to suggest that a systemic approach is needed to stimulate the development of a new practical work culture in schools and universities. This approach should include training and incentives for science teachers, development of assessment strategies including practical work, maintenance structures for physics equipment, and technical support for the organisation of demonstrations and laboratory exercises.

The Swedish National Resource Centre for Physics Education (fysik.org) was created at Lund University by the Swedish Government in 1994. Its 20th anniversary was celebrated 31 March to 1 April at the Island of Hven, which became an EPS historic site in 2013. The theme for the anniversary conference was 'From science education research to education—on research-based development projects.

The study ascertained the different ways by which Physics education research findings are disseminated to Physics teachers. It also determined the factors affecting the dissemination and utilization of Physics education research findings to senior secondary schools and investigated Physics teachers' attitude to the dissemination and utilization of research findings. These were with a view to understanding the usefulness of Physics education research findings to secondary school teachers. The study used descriptive survey research design. The population comprised Physics teachers of senior secondary schools in southwestern Nigeria. The sample comprised 120 senior secondary school Physics teachers selected using multi stage sampling technique from 60 schools in three states in the southwestern Nigeria. The instruments used for data collection were Physics Education Research Findings Dissemination Questionnaire (PERFDQ) and Questionnaire on Factors Affecting Dissemination and Utilization of Physics Research Findings (QFDUPRF). Data collected were analyzed using frequency counts and percentages. The results showed that Physics education research findings (PERF) were disseminated to Physics teachers through the internet, libraries, textbooks, seminars / workshops, colleagues, journals, research studies from universities, documentaries and Ministry of Education. The results also showed that factors affecting the dissemination and utilization of PERF were that larger number of the teachers could not get adequate fund to purchase different textbooks that provide information on research findings; many of the teachers did not appreciate Physics research findings on newspaper; the government was unable to provide adequate research funding to be used by the teachers. The results further showed that very high percentage of the teachers showed a positive attitude towards PERF dissemination and utilization. The study concluded that majority of Physics teachers in senior secondary schools utilized the Physics education research findings disseminated to them, and this has helped to improving their students' academic performance. DOI:10.5901/mjss.2015.v6n6s4p333

This study investigated the impact of economic recession in Osun State of Nigeria on Physics education. The study adopted descriptive survey design. 400 Physics students were randomly selected from the population through random sampling technique and were used for the study. Physics Achievement Test (PAT) and Impact of Economic Recession on Physics Education Questionnaire (IERPEQ) were the instruments used to collect data. The internal consistencies of PAT and IERPEQ were 0.81 and 0.76 through the use of Kuder-Richardson formula 21 and Cronbach Alpha respectively. The results showed that, economic recession has negative impact on standard of education (r = -.89, p = .000), teaching process (r = .82, p = .000) and students' academic performance in Physics (r = -.84, p = .000). The results also showed that economic recession has highest impact on standard of education (r2 = .79) in Osun State of Nigeria. This was seconded by students' academic performance in Physics (r2 = .71) while economic recession has the least impact on teaching process (r2 = .67) in Osun State of Nigeria. It was recommended among others that, Nigerian government should find another means of generating income apart from crude oil export in order to cushion the effect of economic recession and also, Nigerian government should allocate at least 26% of the total budget to education as recommended by UNESCO. Article visualizations:

Technology and our conceptions of reality have both been significantly impacted by modern physics. However, due to a variety of issues, such as disparities in educational resources, differing emphasis on science education, cultural attitudes, and language obstacles, students in Latin America, including Ecuador, have a limited understanding of modern physics. The present work exposes a pre-test methodology to evaluate students' knowledge and pinpoint their areas of weakness. The analysis of the results indicates that most students received lower grades, while a smaller proportion obtained higher scores. Our findings reveal significant knowledge gaps, misconceptions, and uncertainty among the participants regarding various topics related to the constituent and stability of the nucleus, quantum behavior, nuclear models, radioactive decay, and natural radioactive sources. Additionally, it was statistically demonstrated (Kruskal-Wallis H test) that misconceptions, uncertainties, and knowledge gaps are not significantly related to learning styles. The type of college substantially impacts academics, with private university students typically receiving higher grades. These results offer insightful information about student performance, how learning styles and college types affect academic achievement in modern physics, and the effects of living area and academic level. Doi: 10.28991/ESJ-2024-SIED1-01 Full Text: PDF