International Journal of Physics and Chemistry Education
Not a member yet
165 research outputs found
Sort by
Algorithm Visualization and its Impact on Self-efficacy, Metacognition and Computational Thinking Concepts Using the Computational Pedagogy Model in STEM Content Epistemology
Get PDFThe objective of this article is twofold. One objective is the development of models of visualized algorithms (VAs) for three fundamental algorithms, the bubble sort algorithm, the selection sort algorithm and the insertion sort algorithm, using the Easy Java simulations software (Ejs) and the Computational Pedagogy model. The second objective is to investigate: a) VAs impact on learners’ self-efficacy as a general structure, metacognitive experience, critical thinking and motives and b) VAs impact on learners’ self-efficacy relative to Computational Thinking. An intervention in the form of a didactic model was implemented that utilized VAs and the Computational Pedagogy approach. Finally, we argument how VAs can be embedded in the Computational STEM pedagogy approach in teaching and learning sequences through applications related to authentic problems
PISA, Structuring Themes and Unifying Concepts in Physics Teaching through Interactive Simulations
Get PDFIn Brazil, educational plans and guidelines have been consolidating large-scale assessments as potential references for High School and for initial and continuing teacher training, among them the Programme for International Student Assessment (PISA). The student’s critical acceptance mediated by the teacher can result in cultural gains of the essential knowledge of Science and Technology as citizenship instruments. We propose the development of Hypermidiatic Study Activities through interactive simulations with PISA’s Thematic Units along with physics students in initial teacher training, aiming to investigate the question: do PISA’s thematic units in dialogical-problematizing and conceptual unifying perspectives make possible desirable changes in educational practice? Positive signs for the issue investigated suggest that connections between the concept of Translator Dialogicity and Unifying Concepts emerge from the teaching situations by teaching mediation in line with simulations or other Open Educational Resources
Prospective Science Teachers’ Views about the Process of Preparing Problem Scenarios and Designing Experiments to Produce Solutions: An Action Research
Get PDFThis study focuses on identifying the difficulties encountered and experiences gained by the prospective teachers as they worked in the process of preparing problem cases and designing experiments to solve those problems. It was planned to carry out this study as an action research in order to identify the views of prospective teachers regarding the preparation and application process of problem scenarios and the experiments designed to solve scenarios and the guidance of an academician. The study sampling is a total of 44 prospective teachers, who are in the 3rd grade in Science Education Department of Education Faculty in a state university in northwest Turkey and took the course of Science Education and Laboratory Applications-II in the spring semester of 2014-15 school years. Study data was collected by using a questionnaire to identify the views of prospective teachers regarding the preparation and application process of problem scenarios and the experiments designed to solve scenarios and a questionnaire to identify the views of prospective teachers regarding the guidance of an academician in the preparation and application process of problem scenarios and the experiments designed to solve scenarios. Prospective teachers’ responses to open-ended questions were analysed by using content analysis technique from among qualitative analysis techniques. According to the results of this study, the prospective teachers had difficulties mostly in the areas of preparing original scenarios, designing original experiments for solutions and correlating scenario-gain-experiment-fiction; they thought that more attention should be paid to those subjects and they mainly had experiences in those areas during the process. In addition, another study result is that the use of PBL method at secondary school level depends on the suitability of gain-subject
Teaching and learning soft skills in university physics courses: Perspectives of the UEA Higher Colleges of Technology
Get PDFTeaching soft skills in engineering and technology courses have been part of ABET’s accreditation criteria for several decades. Much research has been done and recommendations have been made on how to modify engineering courses with the appropriate objectives and course delivery strategies towards successful and effective implementation of the ABET’s criteria. Research linked to teaching soft skills to future engineers in physics courses are rare and this paper contributes to this field. The role and place of physics courses in meeting ABET’s criteria are important for several reasons that are discussed in this paper. The main reason lies in the fact that basic knowledge and skills related to students’ professional development are better taught and practiced at an early stage and then developed through upper-level engineering courses. In this paper, we discuss the opportunities we currently have in our physics courses. We provide a plan on how to strengthen our students’ basic soft skills and what needs to be done to bring our physics courses in line with the HCT 2.0 vision. Several possibilities have been discussed in terms of course work, projects, labs, assignments, and assessments. The paper argues that there is no need for a big investment. We will require school support in training teachers and modifying physics course outcomes. A few suggestions written on “how to do it” are provided in the conclusion
Analysis of the West African Senior School Certificate Examination Chemistry Questions according to Bloom’s Revised Taxonomy
Get PDFThe current reform in science education across the world is a deliberate effort to develop students’ higher order cognitive skills (HOCS) through question asking, critical thinking, and problem solving. One of the ways to achieve this goal is to improve on the quality of questions asked in examinations. Therefore, this study analyzes chemistry questions asked in examinations conducted by the West African Examinations Council (WAEC). 328 Chemistry questions for a period of 5 years were analyzed using the framework of Bloom’s revised taxonomy that reflects dual perspective on learning and cognition. It was found that 80% of the questions merely measured students’ lower order cognitive skills (LOCS), while 49.4% and 19.5% of the questions measured conceptual and procedural knowledge respectively. The results further revealed that none of the questions require students to employ metacognitive knowledge. It is concluded that the questions place much emphasis on LOCS, than on HOCS
Contributions of "Problems Solving Strategies" in Physics Issues of ENEM
Get PDFBrazil has some large-scale assessments, for instance, state or national exams to evaluate basic education, higher education admission process, and the national high school exam (ENEM) which is for sure the most important. We use the researches on problem-solving strategies, because they provide a number of difficulties associated with the resolution of questions of physics. As seen, know the difficulties presented by beginners in their solution strategies of a problem can suggest ways to understand what the reasons signal a wrong alternative are. The strategies analyzes results in the following inferences: a not correct use of units of measurement; the presence of symbolic forms; intuitive reasoning in solving problems; not scientific concepts and wrong images’ analysis present in item. If the results returned for the schools teaches and managers can be used to promote learning, and we expected that physics teachers, use those information to improve the students’ knowledge, in physic area on public schools
Development of an Instrument and Evaluation Pattern for the Analysis of Chemistry Student Teachers’ Diagnostic Competence
Get PDFDiagnostics have become one of the central tools for planning teaching which accommodates learners' needs. Changes occurring in the chemistry classroom caused by rising levels of student heterogeneity play a crucial role. Thus, diagnostic processes are seen to be part of the cure. For this reason, chemistry (student) teachers need to understand the possibilities and potential for diagnostics in their classrooms. The present study employs a definition of diagnostic competence by Jäger. He emphasizes three domains: conditional knowledge, technological knowledge and knowledge of change. To achieve such competences, student teachers need to start learning about it during their university training. Since there are only few and mainly quantitative instruments in this field, the present paper describes the development of an instrument and an evaluation pattern for analyzing student teachers` diagnostic competence in chemistry. The instrument is a qualitative approach. It is based upon a written essay and open-ended questions. The evaluation pattern will be in focus. Initial results from the present study will also be discussed
Meteorite Hunting and Physics Education
Get PDFIn the recent years meteorite hunting has turned to a well-known recreational activity and become popular among children and the youth. Being such a tempting area of practice, meteorite prospecting draws attention and brings pleasure to the involved individuals thus predisposing them to get acquainted with the hidden secrets and underlying nature of meteorites and the methods and physical laws that make finding meteorites using machines possible. The current article tries to explain why meteorite hunting may attract students to physics and help them better understand certain phenomena of astrophysics and physics. The student may learn much about meteorite structure, chemistry, astrophysical origins, meteoroid atmosphere entry and mechanical dispersion and finally and most importantly the physics of electromagnetism, on which are based the modern meteorite searching metal detectors
Nanotechnology in The Curriculum: A Review of the Literature
Get PDFNanotechnology, highly important in the 21st century, is the field in which major sciences are joining, blending, and integrating. It is an interdisciplinary field that can be included in chemistry, physics, biology, environmental sciences, and engineering. Nanotechnology provides connections between the sciences. This connection helps students to develop an understanding of the relationships between disciplines. Education about nanotechnology should be gradual and introduced at early ages. For this purpose, most countries are focusing on how to tailor nanoscience to their schools’ curricula and how to fit nanotechnology into their science classes. When introducing nanotechnology to schools, researchers, project managers and teachers face a lot of questions: What subject to choose to teach about nanoscience? Can it be integrated into the school curriculum? In most countries, nanotechnology is not a mandatory subject, chapter or topic in the curriculum at any level, like Turkey, however, it can be integrated in the curricula in various ways. This study aims to identify the nanotechnology education in secondary schools of different countries and to focus on the possibility of integrating nanotechnology to their curriculum
Impact of the BSCS 5Es Model on Zambian Grade 11 Learners’ Comprehension and Attitudes on Acid-Base Concepts in Chemistry 5070
Get PDFThe study explored the impact of the Biological Science Curriculum Study 5Es model on grade 11 students’ comprehension and attitudes toward acid base concepts in Chemistry 5070. The study involved 40 students in grade 11 at Roan Antelope Secondary School, a government school in Luanshya district on the Copperbelt Province of Zambia. They were studying acids and bases by engaging in activities and projects in which students explored concepts and their application in real world context. The teacher guided students through the 5Es of the BSCS model of instruction. Results from a 30 item acid-base concept test revealed a modest gain from pre-test (mean = 13.02) to post-test (mean = 15.44 (t= 1.901 p = 0.066). Acid-base concept maps and reports on group experiments and projects showed that students had gained in ability to link the acid-base concepts together with examples from real-life. They successfully completed group experiments and projects and reached valid conclusions in testing for acid and bases in materials and substances taken from the environment (milk, soils, water, and fruits). Basing on response to an attitude questionnaire, the students’ attitudes towards teaching and learning approach, towards the topic “acids and bases”, and towards household and industrial applications, and impacts on the environment were positive, overall. The 5Es model implemented via practical inquiry activities in which materials and substances drawn from the local environment modestly improved learning of and attitudes and awareness towards chemistry concepts associated with acids and bases and their household and environmental applications and environmental impacts