Modern Physics Teaching Resources and Activities

The present paper informs about the experience with using computers, multimedial CD-ROM and the World Wide Web in physic practicing and individual studying of the students. The opinions of the students and their experience with this way of teaching when mainly the student's individual or group creative activity is accentuated can help in increasing the effectivity of the teaching process. The contribution can also serve to the teachers as a motivation to diversify and enliven the teaching process in physics and in this way to help in the cognitive process to the students to whom, as resulted from a survey, the physics lectures appear often as tedious or boring.

2010

Coach is an activity-based, open computer environment for learning and doing mathematics, science, and technology in an inquiry approach, developed in the last twenty-five years at the AMSTEL Institute of the University of Amsterdam. It offers a versatile set of integrated tools for data collection, data analysis, modelling and simulation, and for multimedia authoring of activities. In this paper, we present the STOLE concept that underpins the design and implementation of systems like Coach. It is an example of how members from the physics education research community came to convergence on tools for doing investigative work and achieved integration of tools. Special attention goes further to the mathematical requirements of such a learning environment and to the computer support of various representations of one and the same phenomenon or scientific concept. We also discuss one of the most complicating factors in the implementation of an integrated learning environment for mathema...

Proceedings of Frontiers of Fundamental Physics 14 — PoS(FFP14), 2016

The physics of the last century is now included in all EU secondary school curricula and textbooks, even if in not organic way. Nevertheless, there are very different positions as concern its introduction and students' conceptual knots in classical physics are quoted to argue the exclusion of modern physics in secondary school. Aspects discussed in literature are goals, rationale, contents, target students, instruments and methods. Very different goals, i.e. the culture of citizens, popularization, guidance, education, build different perspectives and aspects to treat selection: fundament, technologies and applications. Methods used are story telling of the main results, argumentation of crucial problems, integrated or as a complementary part in the curriculum. Modern physics in secondary school is a challenge, which involves curriculum innovation, teacher education and physics education research to individuate ways that allows the students to face the interpretative problems and manage them in many contexts and in social decisions. In this perspective, modern physics is an integrated content in curricula involving the building of formal thinking. Our research focus on building of formal thinking is on three directions: 1) Learning processes and role of reasoning in operative hands-on and minds-on phenomena interpretation; 2) object-models as tools to bridge common sense to physics ideas and ICT contribution focusing on real time labs and modelling; 3) building theoretical way of thinking: a path inspired of Dirac approach to quantum mechanics. We developed four different kind of proposals: 1) the physics of modern research analysis in material science: resistivity and Hall effect for electrical transport properties, Rutherford Backscattering Spectroscopy to look to structure characteristics, Time Resolved Resistivity for epitaxial growth; 2) Explorative approach to superconductivity phenomena (a coherent paths), 3) Discussion of some crucial / transversal concepts both in classical physics and modern physics: state, measure, cross section, 4) foundation of theoretical thinking in quantum mechanics.

This paper presents a brief modern physics teaching proposal for high school students, with a view to the importance of the use of experiments and simulations. With this is expected to facilitate the teaching and learning of students with respect to modern physics subject, which is not very well seen in high school, is of great importance to the education of the student. I also hope that this work will serve as an aid for teachers in order to view and teaching of modern physics in secondary level schools. Abstract-This paper presents a brief modern physics teaching proposal for high school students, with a view to the importance of the use of experiments and simulations. With this is expected to facilitate the teaching and learning of students with respect to modern physics subject, which is not very well seen in high school, is of great importance to the education of the student. I also hope that this work will serve as an aid for teachers in order to view and teaching of modern physics in secondary level schools.

This article is devoted to the learning process of physics for non-physics specialists in high schools. When training specialists studying in the relevant specialties of higher professional education, the university has the right to use the specified structure, content and procedure for implementing a cycle of general mathematical and natural science disciplines, changing the depth of elaboration of individual sections of the programs. This can lead to a redistribution of educational material between lectures, seminars and laboratory workers, a change in their nature and focus

Canadian Journal of Physics, 2019

Teaching modern physics in school is a hard task. This is especially true for particle physics where the typical size scale is 10−18 m. It is difficult to visualize these particles, which are invisible to the eye, or to make experiments. At the same time the number of scientists and engineers is decreasing in Hungary. It is obvious that we need to find ways to interest students in these professions. In Budapest, at the Wigner Research Centre for Physics of the Hungarian Academy of Sciences, a research laboratory was established for high school students where, under the supervision of teachers and with the help of the local scientists, students can take part in particle physics research. In the program students can get involved in real work and construct particle detectors for demonstration purposes. Measurements prove the positive change in the students’ attitude, motivation, and particular knowledge of the subject.

Teacher Guide and Seminar: Experience in Physics Education, 2010

Mi tesis doctoral ofrece el estudio pionero en España sobre evaluación de hipermedia, introducido por la tesina sobre enseñanza de las Ciencias. Los hallazgos se aplican en formación permanente de profesorado incidiendo en la educación dentro del aula (interculturalidad e igualdad de género especialmente). Por un lado, se presenta y usa la Guía del profesor. Por otro, se implementa el seminario como técnica participativa previamente planificado. La Guía del profesor se diseña, traduce y utiliza en PDF. Con el seminario presencial se motiva y potencia el espacio digital docente con cargo al proyecto SUPERCOMET 2 (LdV, Unión Europea). Orden de coautoría razonado: expertos en Pedagogía (1ª y 2ª posición), analista de datos y difusión (3ª) y expertos en Matemáticas y Física (4ª y 5º).

The question "How can I increase students' interest in physics?" As part of the article, we have prepared a variety of new interdisciplinary projects to demonstrate how physics inventions are used in everyday life. We are living in the era of science and technology, and we also introduced the uses of physics in our daily lives and society. When the peoples of society and students had no idea about science (Physics) although they live and governed by the physics in our daily lives. If we are taking a small example like, when we are running on the earth, it is governed by the physics. There are many examples of use of physics in our daily lives and society. In this framework of the research article, we have prepared the detail report based on discussion of one group of students. We use the physics applications in our daily life and different-different activities such as walking, playing, listing, cooking etc. physics has given to vast knowledge of technology and innovation.

This paper reviews introductory physics labs. The history of physics labs is discussed, with emphasis on novel course developments during the Sputnik Era. Modern physics labs are considered as labs which have been developed after the advent of computers and physics education research. These modern teaching ap- proaches are discussed in detail with focus on answering three questions: what problems did this method attempt to overcome, were the labs successful in reach- ing their goals, and how was this success determined. A discussion of the problems, goals, and assessment techniques is presented.

Journal of Physics: Conference Series

In this article we report a Symposium organized by GTG-Physics Education Research at University (PERU) with different proposals that includes innovative educational approaches and research on problems of teaching-learning physics at university. In the second section, two research projects are described on teaching specific curriculum topics that present special difficulties for students. In the next section the third project on a work experience in the laboratory that takes into account the characteristics of scientific work, is presented. Finally, the fourth project presents a way to investigate the types of student reasoning. In the discussion, the importance of research projects that include not only conceptual understanding but also those areas such as laboratory work or “on-line physics courses” that involve practicing skills of scientific work, is highlighted.

Universal Journal of Educational Research, 2015

The main issue of this paper is the discussion around the question "How can we teach and motivate the why-generation learners and the generation Z learners?". The aim of our project was to find out teaching and learning methods that teachers and learners can use in 21st century classroom. Strategies how to engage gen Y and gen Z learners in the learning process should be found. During our research various methods were used: problem based learning, project based learning, team work, inquiry based learning, interdisciplinary approach, experiments-from very simple and low cost experiments to computer based experiments and remote laboratories. It was found out, that generation Y so as gen Z learners can be motivated by various instructional methods based on their own activity. Their own doing seemed to be more important for them than learning itself. It is necessary to use educational materials including charts, graphic presentations, cartoons. Also it was found out that a very useful tool for our students can be the mind mapping. Mind maps and concept maps are not common during students instruction at secondary and high schools in the Czech republic. We prepared a set of concept maps on the basis of high school physics textbooks, from mechanics, molecular physics, via electricity and magnetism to optics, and nuclear physics. In this paper the outcomes of our project will be presented so as some examples of interdisciplinary modules that have been prepared-"real-world" physics modules with everyday life problems that can be integrated into the high school curriculum physics (physics in the kitchen, crime scene investigation, environmental physics), non-traditional experiments, properties of non-Newtonian liquids (experiments with dilatant fluids, oobleck, the suspension of starch, the Weissenberg effect, Barus effect, the Kaye effect), modern physics-nanotechnology (cooperation with the Regional Centre of Advanced Technologies and Materials-a faculty establishment). The findings of this project are incorporated into the subject "Didactics of Physics" in the undergraduate physics teacher study programme at the Faculty of Science.

Jurnal Penelitian Pendidikan IPA

This research describes the initial study to develop e-modules based on student perceptions. This type of research is descriptive which was conducted in seven high schools in Padang based on school level with 667 students as respondents. Data were obtained using a questionnaire of student needs for teaching materials consisting of four indicators, namely student characteristics, implementation of physics learning, use of teaching materials in physics learning, and student needs for teaching materials. The results showed that as many as 67% of students experienced difficulties in physics subjects, supported by 53% of teachers who provided feedback at the end of each physics lesson and 45% of teaching materials used were less varied, in other words 80% of students needed other learning resources containing text, images and learning videos that were studied independently. The results of this study are expected to be the basis for the development of e-modules and efforts to improve the ...