International Journal of Physics and Chemistry Education
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SAMPLE REVIEW ARTICLE: Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning
No full textBildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed
Guidelines for APA Referencing and Manuscript Writing (Southern Institute of Technology)
No full textQuick guide for APA Publication Manual 2020
Diagram: Development of the TPACK literature
No full textThis diagram is intended to show the origins and trends in TPACK literature
AIP Author Guide ebooks August 2020
No full text"The AIP Author Guide" includes acceptable document formats (i.e. Microsoft Word® and LaTeX), Submission Guidelines, Manuscript Guidelines, creating Subject Index, check lists, etc. Common types of referencing in APA style are given on the last page of this document
Developing of the Concept Cartoon, Animation and Diagnostic Branched Tree Supported Conceptual Change Text: “Gas Pressure”
Get PDFThe aim of the study is to develop and introduce concept cartoon, animation and Diagnostic Branched Tree (DBT) supported Conceptual Change Text (CCT) related with “gas pressure” in the level of elementary 8th grade. The CCT is a teaching material based on conceptual change approach. It is preferred in order to achieve conceptual change in various studies. In the CCT, concept cartoons were used in order to provide that students clearly express their prior knowledge. Animations were used to concretize abstract concepts. Also, DBT was used in parallel with the specified in the Science and Technology Instruction Program alternative assessment and evaluation in order to provide that students discuss in the classroom. When taken into account that studies related with “gas pressure” is not enough and misconceptions related with “gas pressure” sufficiently are not studied in the Science and Technology course books, it is believed that the developed CCT in this study is an alternative source material for student and science teachers
Student understanding of emergent aspects of radioactivity
Get PDFIn this paper, we report on a pilot interview and subsequent survey study investigating student understanding of radioactivity, particularly half-life. Our findings are consistent with other studies in physics education research, for example, that some students think that an individual atom decays over a prolonged period of time, with half of it being gone at the half-life. We see this naïve idea as a failure to recognize the emergent nature of the decay (that is, a large collection of atoms has different properties than an individual atom does). Research of naïve ideas in radioactivity generally treats the ideas as being stable misconceptions. In this paper, however, we present evidence that student reasoning can fluidly shift when thinking about radioactivity, depending on the context
Development and Validation of Motivation Scale towards Physics Learning
Get PDFThis research aims to develop a valid and reliable scale to determine the motivation levels for learning. Within the scope of this aim, the study was conducted on Exploratory Factor Analysis (EFA) and the Confirmatory Factor Analysis (CFA) at a University level with the participation of 1081 undergraduate pre-service science teachers in Turkey. EFA results show the scale consists of 22 items which are grouped under 3 factors which are Self-Efficacy, Appreciation-Reward, and Value of Learning Physics. The total variance explained by the factors is 53.448%. Cronbach alpha coefficient was found to be .911 for the whole scale. The findings suggest the Motivation Scale towards Physics Learning (MSPL) is a good tool that researchers and instructors can use to efficiently assess students’ motivation to learn physics in universities
IHPER Table of Contents (TOC)
No full textThis is the tentative TOC in which, as editors, we put together our initial ideas for the volumes, parts and chapters so that we can have a structure for the IHPER to propose
SAMPLE REVIEW ARTICLE: Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals
No full textIn this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that their authors give to conceptual change models (CC models). We looked for support in the form of explicit or implicit mentions, favourable and unfavourable position statements and empirical confirmations and refutations. The results present a thorough description of all types of support, as well as their evolution from the early days of the field to today. We also propose a hierarchical list of the 86 CC models that we have recorded, appearing in decreasing order by the support they received from the literature. General comments are formulated in order to provide an interpretation of the field and its evolution
Discovery of the existence of misleading procedure of handling physical quantities at many places of the traditional literature: Physical quantities in numerical probelm solution
No full textThis paper reports on the discovery of misleading procedure adopted at many places of the traditional resources regarding the mathematical handling of physical quantities. From an extensive literature search, it has been detected that in solving numerical problems based on the mathematical statement of a law in physics or a physical equation, the explicit identity of the symbol of a physical quantity remaining present in the relevant equation, has not at all been considered. Only the numerical value of the symbol representing a physical quantity has been given top priority during the substitution procedure there by totally ignoring simultaneous substitution of the unit of the physical quantity along with its numerical value. With a view to getting rid of such misleading procedure, emphasis has been given on retaining the explicit identity of the symbol of physical quantity (viz. physical quantity = numerical value × unit) at all places of the traditional literature to enhance the teaching learning process in respect of mathematical handling of physical quantities while dealing with numerical problems based on mathematical equations involving symbols of physical quantities