3,035 research outputs found
Learning from physics education research: Lessons for economics education
Get PDFWe believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.economic education; physics education research (PER); research-based teaching; preconceptions; metacognition; transfer; context-rich problems; peer instruction; just-in-time teaching; interactive lecture demonstration
Scientometric Portrait of Homi Jehangir Bhabha: The Father of Indian Nuclear Research Programme
Get PDFQuantitative and qualitative analysis with graphic representation of the publication productivity of a scientist facilitates easy and clear perception about the work of a scientist. Bhabha’s scientific work spanned over more than three decades (1933-1967) during which he published 104 publications, which could be classified into nine fields: Interaction of Radiation with Matter (4), Quantum Electrodynamics (5), Mathematical Physics (2), Cosmic Ray Physics (18), Elementary Particle Physics (14), Field Theory (15), General Physics (2), Nuclear Physics (4) and General (40). The highest number of publications (6) were published in 1941, 1945 and 1964 respectively. The average number of publications published per year was 3.05. His productivity coefficient was 0.05 which is a clear indicates that his publication productivity was quite consistent throughout his scientific career. He was single author in 79 of his publications and the main author in 24 publications indicates that he always preferred to work himself and lead the team as ‘mentor’. Bhabha had 22 collaborators during the period. Team of research collaborators working with a successful scientist documents the sociological aspect of history of science while generating knowledge by a leader in a domain.
Bhabha became a citable author in 1937. Bhabha received 1211 citations to his 30 publications out of 104 publications. Out of 104, 74 publications did not receive any citations. Out of 74 publications, 40 publications dealt subjects mainly of general interest. Bhabha’s 86.66 percent of cited publications received their first citations within four years of their publication indicates that his publications were noticed immediately and had direct impact among the fellow researchers working all over the world. His overall citation rate was 11.64 per cited publication. The highest citations 389 were received to the domain ‘Cosmic ray physics’. The highest number of citations received were 45 in 1938. His self-citations were only 24 (1.98%) and citations by others were 1187 (98.02%). The highest self citations were six in 1946. Bhabha’s mean diachronous self-citation rate was 1.98. The highest citation rate 28.4 was to the domain ‘Quantum electrodynamics. His single authored publications have received the highest number 863 (71.26%) of citations. Bhabha’s five publications have been cited more than 100 times each. His publications have been cited by the authors working in various diverse fields like nuclear physics, mathematical physics, instrumentation, optics, geophysics and geochemistry, condensed matter physics, applied physics, electrical and electronic engineering, mechanical engineering etc., indicating a very diverse influence and impact of Bhabha’s publications. Bhabha’s publications have also been cited by the Nobel laureates like V. L. Ginzberg, Wolfgang Pauli, H. A. Bethe, M. Born, W. Bothe, E. P. Wigner, H. Yukawa, P. M. S. Blackett and C. N. Yang which is an indication of his originality of ideas and high quality of publications
Experiences testing enhanced building performance simulation prototypes on potential user group
Get PDFPrevious work involving literature review, simulation tool analysis and interviews with world leading building performance consulting engineers and designers has shown that building performance simulation (BPS) is mostly limited to code compliance checking of the final building design whilst it could provide useful information and guidelines throughout the entire design process [Hopfe et al., 2005/ 2006].
It is aim of this research to enhance the current use of building performance simulation (BPS) in practice and therefore to build up a multi-aspects prototype simulation-based design environment for optimization of buildings and systems among others.
For that reason, three prototypes were developed in the past addressing simple uncertainty/ sensitivity analysis, decision making under uncertainty/ sensitivity, and the use of optimization techniques for multi-objective optimization.
An online survey was prepared to check how designers feel satisfied with the different prototypes, the guided set-up and the varying outcome. This paper summarizes the results of the user reaction to the three approaches
Structural and Building Engineering Research: 1990 annual report
No full textAnnual research report of the Structural and Building Engineering Group, Faculty of Civil Engineering, Delft University of Technology.Design & ConstructionCivil Engineering and Geoscience
Critical Flow – Towards a Construction Flow Theory
No full textThis paper introduces the concept of Construction Physics as a more comprehensive way of understanding the construction process from a flow perspective. It establishes a preliminary definition of the term and investigates briefly the present knowledge, flow models and methods for their management. From this it argues that the state of the art does not fully cover the whole process and proposes a holistic view of the flow of all prerequisites feeding the process. It introduces the key term Critical Flow and concludes by recommending areas that should be investigated as a joint IGLC research, development and testing programme
Improving the Training of Pre-Service Physics Teachers in Malaysia using Didaktik Analysis
No full textThe research in this thesis examined the use of a didaktik-based approach to thinking about teaching and learning to the training of pre-service physics teachers in a Malaysian teacher training programme. The process of developing a specific content knowledge (real or true physics) was done through a didaktik analysis of specific physics content, to develop physics content knowledge suitable for schooling, in a particular educational context. Didaktik analysis used as intervention in this study involved: analysing specific physics content as contained in the curriculum specifications and textbooks; analysis of literature on students' alternative conceptions; developing a lesson plan; developing teaching sequences that involve teaching and learning activities, enacting lesson plans and teaching sequence in the microteaching and practicum, and subsequent reflection.
Klafki's (2000) model of didaktik analysis was used as the basis of an intervention employed in a physics teaching methods course (TT4133) at the School of Education, University of Malaysia Sabah (UMS). The intervention consisted of the 14 week course: first seven weeks on theoretical aspects of teaching methods, followed the usual course synopsis, but with modifications in content resulting from didaktik analysis, and the remainder dealt with microteaching; and 8 weeks practicum. To illustrate the use of didaktik analysis in the training programme, the specific physics content in the areas of force and motion was provided as an example, showing how this was presented to the pre-service physics teachers in the programme. The researcher began with a conceptual analysis of force and motion as presented in the Malaysian secondary physics curriculum specifications and textbooks. This was followed by analysis of the science education literature on students' alternative conceptions involving force and motion, analysis of textbooks presentations of force and motion, and importantly a synopsis of the history of scientific thinking about force and motion. Subsequently, the pre-service teachers were required to prepare lesson plans aided by the researcher based on the above tasks, and this was followed by the development of a teaching sequence which was intended to be implemented in teaching practice with peers (called microteaching in Malaysia), and after further refinement in the practicum in a real classroom (under supervision).
Participants were third year (15 males and 20 females) and fourth year (18 males and 60 females) pre-service physics teachers in their final year of undergraduate studies. The third year cohort consisted of experienced primary school teachers seeking to become secondary school physics teachers via a three-year conversion course. The fourth year cohort had no prior teaching experience, but held degree-level qualifications in physics. Quantitative data were gathered through two tests of conceptual understanding, The Test of Understanding Graph in Kinematics, TUG-K and The Force and Motion Conceptual Evaluation, FMCE tests, and a purpose-designed instrument the Beliefs About Physics Teaching, BAPT questionnaire. Qualitative data were constructed through the inspection of self-written reports about prior physics learning experiences, inspection of assignments on the didaktik analysis of physics, and individual lesson plans. Video recording and field notes made during observations of microteaching and the practicum, examination of 'written reflections' done in the middle of the methods course, during the practicum, and in the final examinations, and interviews and field notes made by the researcher during meetings with the pre-service physics teachers, completed the data corpus.
The research findings indicate that generally both cohorts had difficulty understanding kinematics graphs, and weak conceptual understanding of Newtonian concepts. These findings support the findings from the BAPT questionnaire and interviews, which point to perceptions of lack of ability to teach physics, negative attitudes towards teaching specific physics topics at the secondary level, and overall low physics teaching self-efficacy. Overall the findings from the BAPT questionnaire and interviews, before the intervention based on didaktik analysis of physics suggest that these pre-service physics teachers' attitude toward, and beliefs about, physics teaching were based on career interest in teaching, and not on any intrinsic interest in physics or physics teaching as a profession.
After the didaktik analysis intervention it seems that the pre-service physics teachers' teaching practices were shaped by their beliefs about, and experiences of, the physics teaching methods course generally, and the didaktik analysis experience in particular. Overall, it seems this part of methods course helped to improve pre-service physics teachers' understanding of specific physics content, improved their attitude-toward-physics and teaching, helped them to identify problems with students' learning of physics concepts, and helped their teaching practice, subsequently making them more confident about teaching secondary school physics.
The pre-service physics teachers commented on the value of didaktik analysis and this was evident in the microteaching, but not in lesson plans and teaching sequence used in the practicum. It seems this was as a result of a limited amount and a drive by schools to adhere to curriculum specifications. Overall it seems the introduction of didaktik-based analysis intervention increased participants' confidence to teach secondary school physics and that these pre-service physics teachers have gone some way in developing into reflective practitioners in terms of their experiences of: their own secondary physics learning; their physics methods course, both of which led to a better and deeper understanding of physics and methods course content; and the teaching practices in the microteaching and practicum, both of which gave confidence to teach secondary school physics.
Three recommendations are made from this thesis. First, the introduction of a didaktik analysis-based intervention in physics teaching methods courses such as the one in this study, necessitates identification in advance of pre-service physics teachers' attitude toward, and beliefs about physics teaching, along with their attitude-toward-physics and learning, their physics teaching self-efficacy beliefs, and their conceptual understanding of specific physics content. Second, didaktik analysis involving other specific physics content, with other cohorts of pre-service physics teachers, experienced secondary physics teachers, and physicists, is worthy of consideration. Third, the success of the use of a didaktik-based analysis in a physics teaching methods courses requires scaffolding of the teaching sequences employed, and strong support from associate/mentor teachers during the practicum, if didaktik-based teaching is to be realized in the classroom
Freshman year computer engineering students’ experiences for flipped physics lab class: An action research
Get PDFTurkish Physical Society 32nd International Physics Congress, TPS 2016 -- 6 September 2016 through 9 September 2016 -- -- 126654The purpose of this research is to determine the university students' learning experiences about flipped-physics laboratory class. The research has been completed during the fall semester of 2015 at Computer Engineering Department of Istanbul Commerce University. In this research, also known as a teacher qualitative research design, action research method is preferred to use. The participants are ten people, including seven freshman and three junior year students of Computer Engineering Department. The research data was collected at the end of the semester with the focus group interview which includes structured and open-ended questions. And data was evaluated with categorical content analysis. According to the results, students have some similar and different learning experiences to flipped education method for physics laboratory class. © 2017 Author(s)
Determination of porosity related property changes in bricks after penetration with paraffin
No full textThe renovation of buildings is a growing part of the native building industry. Several causes of
degradation have to be mentioned when speaking about damage to buildings, especially to its masonry. One
of them is the capillary rising moisture, which can be avoided by building up subsequent horizontal moisture
barriers. Paraffin-wax is used in this case by filling the open pores of the building material. This study deals in
particular with the research and description of the injection of paraffin-wax and its influence on the porosity and
pore-size distribution of different building materials. (book and CD
Tangible User Interfaces for Teaching Building Physics
No full textThis paper follows our evaluation and research into
designing tangible physical media for the purposes of teaching
building physics to undergraduate architecture students. These media
interfaces make use of a virtual environment to promote an
understanding of the cycles, which govern architectural and urban
projects (for example solar studies, the flow of heat, air and water).
This project aims to create an ecology of devices which can be used
by students to self-direct themselves and harbour critical making in
their research methods (with the explicit intent of dissolving the
barrier between design and research). The basic premise of this
research, is that in light of growing student numbers, more students
lacking confidence in numeracy skills as well as the desire to have
self-directed or group-directed learning, tangible media has a
promising role to play. There are several reasons for this optimism.
The first is that a better sense of intuition is gained from an interactive
model over reading notes from a lecture or textbook. The second is
that tangible media engages in other modes of learning, being valuable
to students who have an aptitude for kinesthetic and spatial learning
over text-dominant learning.Griffith Sciences, Griffith School of EnvironmentFull Tex
Scientometric analysis of synchronous references in the Physics Nobel lectures, 1981-1985 : a pilot study
Get PDFScientometric analysis of synchronous references in the nine Physics Nobel lectures by Nicolaas Bloembergen (1981), Arthur L. Schawlow (1981), Kai M. Siegbahn (1981), Kenneth G. Wilson (1982), Subrahmanyan Chandrasekhar (1983), William A. Fowler (1983), Carlo Rubbia (1984), Simon van der Meer (1984), and Klaus von Klitzing (1985) indicated high variations: No. of Synchronous References ranged from 24 (Meer) to 283 (Siegbahn); Synchronous Self-References ranged from 5 (Rubbia) to 88 (Siegbahn); synchronous references to others ranged from 10 (Chandrasekhar) to 255 (Wilson); Synchronous Self-Reference Rates ranged from 6.66 % (Rubbia) to 65.51 % (Chandrasekhar); Single-Authored References ranged from 15 (Klitzing) to 160 (Wilson); Multi-Authored References ranged from 4 (Chandrasekhar) to 194 (Siegbahn); Collaboration Coefficient in the synchronous references ranged from 0.14 (Chandrasekhar) to 0.75 (Klitzing); and Recency (age of 50 % of the latest references) ranged from 2 (Klitzing) to 18 (Chandrasekhar) years. Seventy five per cent of the references belonged to journal articles. Highly referred journals were Astrophysical Journal, Physical Review B, Physical Review Letters, Arkiv Fuer Fysik, Surface Science, Physics Letters, and IEEE Transactions on Nuclear Science.
See: Scientometrics Vol. 61 No.1, pp.55-68
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