International Journal of Physics and Chemistry Education
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Reading Adapted Scientific Literature: A Theoretical and Qualitative Assessment of its Potential for Promoting an Understanding of Nature of Science
Get PDFReading authentic scientific literature is expected to have many positive effects on students, including the communication of various aspects about nature of science. Many different approaches are discussed, e.g., using a research article unchanged, adding comments and explanations to an article, or changing and adapting it. Common to all approaches is the underlying premise that the characteristic properties of scientific literature can promote nature of science in educational settings. To support this premise, this article first links selected structural and rhetorical features of scientific literature to aspects of the nature of science. We then report on our qualitative study of how reading an adaptation of a scientific review affects pre-service teachers' understanding of nature of science. The examined features of scientific literature point to aspects of nature of science. After our intervention, we observed a shift in participants’ perception of the uncertainty of scientific knowledge, leading to a more accurate understanding, while changes on the empirical nature of scientific knowledge and as the subjectivity of scientists improved primarily among individual participants. From both a theoretical and an empirical point of view, our findings collectively suggest that engaging with authentic scientific literature in form of adapted literature can effectively promote an understanding of nature of science
Pre-service Teachers’ Preparedness to Teach Selected Physics Topics within Integrated Science at the Basic Schools, in Ghana.: Pre-service Teachers’ Preparedness to Teach Selected Physics Topics
No full textPhysics provides profound insights into the structure of the cosmos and the mechanisms behind physical phenomena. Technological advancements in this field are pivotal to the progress of civilization. Understanding physics is essential for comprehending natural phenomena in our immediate surroundings and the farthest reaches of the universe. This study, employing a descriptive survey design, examined the competencies of pre-service teachers and their preparedness to teach selected physics topics within integrated science at the basic school level. The sample comprised 560 second-year pre-service teachers from a population of 880, all studying General Physics at Colleges of Education affiliated with the University of Cape Coast, Ghana. Data were collected using a closed-ended questionnaire and analyzed with descriptive statistics (frequency tables). An independent sample t-test was conducted to identify disparities in preparedness between male and female pre-service teachers. The findings revealed that pre-service teachers were generally well-prepared to teach physics topics such as energy, measurement, motion, basic electronics, and electricity, as indicated by their high scores in related dimensions. However, male pre-service teachers showed higher preparedness across most dimensions. It is recommended that colleges provide more opportunities for female pre-service teachers to engage with experienced educators as mentors and role models. Such mentorship programs could offer crucial guidance, support, and encouragement, aiding pre-service teachers in navigating their teaching careers
Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer
Get PDFDigital educational games have demonstrated large variations in learning outcomes and transfer. Furthermore, educational games are usually embedded in a larger educational setting. This case study evaluates in detail a lesson around an educational game designed to foster transfer. The game, Newton’s Race, is an intrinsically integrated game on Newtonian mechanics. Outside of the game, lesson activities include a debriefing session, a generalisation assignment, and an assignment on transfer situations. This lesson was evaluated using a mixed-methods approach. A pre- post-test design (N=27) demonstrated a large significant learning effect (p = .002, d = .908). Transfer, as measured within the post-test, was also fostered significantly. In the qualitative part of the study, students’ written statements on the worksheets and students’ utterances during the discussion were analyzed using open coding. A great majority (79 %) of all quotes were coded as scientifically correct
AI in chemistry and chemical education
Get PDFArtificial Intelligence (AI) is reshaping chemistry education by offering new tools for teaching, learning, and research. We explore how AI can both support chemistry learning and serve as a subject of instruction, while also addressing the ethical, technical, and educational challenges involved. It highlights the need to systematically integrate AI-related competencies into teacher education, guided by frameworks like DiKoLAN AI. A reflective, responsible approach is essential to ensure AI enhances, rather than undermines, scientific understanding and equity in the classroom
Education for sustainable development, nanoscience, and chemistry education: A small scale survey among a sample of Italian chemistry teachers
Get PDFThis survey explores the experience and perceptions of Italian chemistry teachers toward Education for Sustainable Development (ESD). In Italy, chemistry lessons could include learning about sustainable development issues, but it is unclear to which extent ESD in chemistry lessons is operated. Additionally, ESD became a central part of the Italian interdisciplinary teaching subject of Educazione Civica (EC) which might be translated as citizenship education. In EC, all science subjects are involved, including chemistry, where lessons are taught by chemistry teachers. This survey inquires about the potential incorporation of ESD and also nanoscience into chemistry lessons in general and in EC in particular from the viewpoint of Italian chemistry teachers. The focus is on teachers’ attitudes to including ESD and nanoscience in their lessons and potential difficulties in implementing them
Advocating for Yorùbá as a Medium of Instruction in Teaching Physics
Get PDFLanguage plays a critical role in physics education, influencing students' comprehension and engagement. This study examines the impact of using Yorùbá as a medium of instruction in teaching physics, highlighting its potential to improve conceptual understanding and academic performance. Drawing from indigenous knowledge systems, the study explores how traditional Yorùbá practices align with fundamental physics concepts. While integrating Yorùbá into physics education presents challenges such as the lack of standardised terminology and teacher preparedness, these can be addressed through curriculum development and bilingual resources. A bilingual approach incorporating Yorùbá and English could enhance learning outcomes, making physics more accessible and culturally relevant
Investigating high school students’ ideas about energy transfer in simple electric circuits
Get PDFIn a recent study, nine students, aged 16-17 years, from Vienna, Austria have been interviewed about energy in electrical circuits. This paper reflects on one part of the study focusing on questioning students about the process of energy transfer. The research design and method involved semi-structured interviews with demonstration experiments, in which the students were asked to observe, describe and explain the experiments. The analysis of the interviews revealed the difficulties students faced in explaining the role of energy and drawing the path of energy transfer in electrical circuits. The paper presents the different energy frameworks described by previous studies that have been used by the students and discusses the inconsistencies in their reasonings. The findings emphasize the need for suitable teaching materials to promote students’ understanding about energy and energy transfer in electrical circuits
Strengthening Research Infrastructure and Advances in Indian Chemical Sciences Education: A Perspective on DST – Government of India’s FIST Scheme
Get PDFIndia has recently increased its engagement with globally esteemed scientific publications, positioning itself as a growing economic powerhouse. Despite various challenges, India’s contributions to scientific research publications have consistently risen, surpassing similar economies. The enhanced availability of research funds has further strengthened India’s global standing. Chemistry education and research, in particular, have become central, significantly contributing to India’s research output. According to the Nature Index, chemistry comprises half of India’s overall research activities. This underscores India’s robust inclination towards advancing chemistry research which is heavily influenced by state-of-the-art infrastructure facilities. This article examines the role of state-of-the-art infrastructure in advancing chemical sciences research, focusing on the Fund for Improvement of S&T Infrastructure in Universities and Higher Educational Institutions (FIST) by the Department of Science and Technology (DST). This study offers a comprehensive analysis of the pivotal role that FIST plays in fostering the emerging research areas in chemistry across diverse scientific institutions in India
A Methodology for Generating Subquestions for the Force Concept Inventory (and Other Research-Based Assessments)
Get PDFIn this paper, we discuss the methodology we have developed and have been using for creating subquestions for the Force Concept Inventory (FCI). The FCI is a research-based assessment that is used internationally to assess student understanding of Newtonian mechanics. The assessment has been investigated from a number of perspectives and many suggestions have been made for its improvement. One challenge that is becoming more and more pervasive as more learning has transitioned to an online environment and more students are completing the FCI without a proctor is that of test security. If the answers to FCI items become easily accessible, then students will be able to provide correct answers despite lacking in understanding of Newtonian mechanics. One approach to mitigate the effects of items leaking into the public sphere and maintaining test security is the creation and administration of subquestions in place of the original FCI questions. Subquestions have an additional benefit of reducing false positives (answering a survey item correctly without correct understanding) and false negatives (answering incorrectly despite correct understanding). In this paper, we will discuss how we created subquestions for four items on the FCI, informed by survey-based interviews with students and the original intended targets of the items
The valuable contribution of “The International Handbook of Physics Education Research” (IHPER) to physics education research and physics education: Reflecting on the field
Get PDFThe International Handbook of Physics Education Research (IHPER) is a collection of up-to-date review papers that highlight the state of the art of physics education research (PER). The IHPER was published in April 2023 and consists of three volumes, namely, Learning Physics (Taşar & Heron (Eds., 2023a)), Teaching Physics (Taşar & Heron (Eds., 2023b)), and Special Topics in PER (Taşar & Heron (Eds., 2023c)). By taking this opportunity, in this editorial, I am reflecting on the past, present, and the future of PER