An Analysis of Metaphors Used By High School Students to Describe Physics, Physics Lesson and Physics Teacher

Çetin, Ali

doi:10.20308/ejpe.35860

Cited by 12 publications

(10 citation statements)

References 15 publications

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“…Thus the use of learning models assisted by e-learning has a very good impact on increasing the critical thinking skills of students in physics education study programs in IPBA courses. In connection with the results of this study, Turgut, et al [5], Yalcin, et al [29] and Çetin [30] said that the successful application of learning models assisted by e-learning is because the learning process has been taught in the right pattern and accordance with physics material. Furthermore, previous research conducted [2], which found that (1) Project-based science learning with ICT (E-learning) media had excellent response criteria and results, (2) Project-based science learning with ICT (e-learning) media is very good in providing students as early as possible as their provision to master the melinial world.…”

Section: Fig 2 Student Response Graphsupporting

confidence: 69%

Impact of E-Learning Media on Students’ Critical Thinking Skills at Physics Education Study Program, Almuslim University

Marnita

Rahma

Fatimah

2021

J. Ilmu. Pend. Fisika

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Starting from the emergence of student boredom in taking part in the course of recovery, resulting in decreased thinking skills of students who focus more on memorizing concepts instead of understanding concepts. The researcher combines the learning model assisted by e-learning which is currently of interest. The learning model assisted by e-learning media combines principles in the learning process and technology. This study aims to determine the impact of learning with e-learning media on the improvement of critical thinking skills of students in semester III of the physics education study program. Data collection for this research was carried out in September-October 2019, this research is also the impact of the accompaniment of the PDS Grant in won by FKIP Umuslim in the 2019 budget year. Data analysis in this study used a parametric statistical test, namely the one-tail t-test. The results showed that the use of learning models assisted by e-learning media had a very positive impact on improving students' critical thinking skills. This can be seen from the acquisition of N-Gain for each student's critical thinking indicator in the medium category as many as two indicators, namely indicators providing further explanation and indicators of managing strategies, while the other three indicators get high categories, namely indicators providing simple explanations, indicators of building basic skills, and indicators set strategy or tactics.

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Section: Fig 2 Student Response Graphsupporting

confidence: 69%

Impact of E-Learning Media on Students’ Critical Thinking Skills at Physics Education Study Program, Almuslim University

Marnita

Rahma

Fatimah

2021

J. Ilmu. Pend. Fisika

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“…Overcoming students' anxiety and possible boredom in learning by shifting learning from a teacher-centered learning system to a student centre and providing motivation. How to overcome the anxiety and possible boredom of students' learning by shifting learning from a teacher-centered learning system to a student centre whose pattern is adjusted to the conditions during science learning (Çetin, 2016;Turgut et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Prafitasari

Sukarno

Muzzazinah

2021

International j.of Elementary Education

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The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

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“…A plethoric amount of literature has reassured that physics is commonly perceived as a difficult and demanding subject (Çetin, 2016;Kessels, et al, 2006;Veloo et al, 2015) among students. Along similar lines, physics teachers report their problematic experiences to effectively implement physics teaching.…”

Section: Difficulties Faced By Physics Teachers In Implementing Physimentioning

confidence: 99%

Physics Teachers’ Perceptions on Sustainable Physics Education

Nasri

Talib

2020

JBSE

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The United Nation 2030 Agenda for Sustainable Development advocates teachers as the key in, and for, sustainable development. Surprisingly, while physics teachers have long been recognized as important agents in equipping students with necessary physics knowledge and scientific inquiry skills, nonetheless less attention is paid to explore physics teachers’ perceptions on sustainable physics education (SPE). The absence of robust research that explores physics teachers’ perceptions to SPE has informed this research. A total of 248 Malaysian physics teachers were involved in a survey consisting of both close and open-ended questions to capture their perceptions of SPE. In examining the differences in physics teachers’ perceptions of SPE, with regards to teaching experiences and educational background, the one-way ANOVA was utilized. Whereas thematic analysis was used to analyze responses from the open-ended questions. The main finding of this research is the novice physics teachers expressed more positive views of SPE, where they posed better understanding and greatly valued physics competencies when compared to the other teaching experiences groups. The understandings of sustainability among physics teachers were largely dominated by environmental foci. This research provides vital information to design effective teacher professional development targeting novice physics teachers in order to implement SPE effectively. Keywords: physics education, education for sustainable development, physics teacher, teachers’ perception.

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An Analysis of Metaphors Used By High School Students to Describe Physics, Physics Lesson and Physics Teacher

Cited by 12 publications

References 15 publications

Impact of E-Learning Media on Students’ Critical Thinking Skills at Physics Education Study Program, Almuslim University

Impact of E-Learning Media on Students’ Critical Thinking Skills at Physics Education Study Program, Almuslim University

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Physics Teachers’ Perceptions on Sustainable Physics Education

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