Many high-school students don't want to study physics: active learning experiences can change this negative attitude!

Maruić, Mirko; Sliko, J.

doi:10.1590/s1806-11172012000300013

Cited by 9 publications

(9 citation statements)

References 20 publications

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“…They also appreciated the opportunity to defend their work. A positive improvement in students' attitudes towards physics was also observed by other authors who implemented projectbased learning [45][46][47]. When we asked pupils to name any drawbacks, a large part of the group (91%) could not find any.…”

Section: Discussionsupporting

confidence: 78%

Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia

Gerhátová¹,

Perichta²,

Palcut³

2020

Education Sciences

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This work presents the results of two-year-long pedagogical research, the aim of which was to demonstrate the applicability of the usage of a new strategy in education—Integrated e-Learning (INTe-L)—through its introduction into project-based physics teaching in Slovakia. The INTe-L strategy is built around the role of experiments and interactive simulations in knowledge acquisition and on the possibility of integrating scientific methods in education. The elements of INTe-L are the following: (a) real on-site and real remote experiments, (b) interactive virtual experiments (e-simulations) and (c) educational e-materials. The primary objective of our study was to determine the suitability of project-based teaching with INTe-L elements for the topic “Energy Sources”. The research was based on the following hypothesis: project-based teaching via INTe-L of the topic “Energy Sources” in physics is more effective than the traditional (instructionist) way of teaching. To verify the hypothesis, we performed a pedagogical experiment on a sample of 155 respondents in the 9th grade at two primary schools in Slovakia. The pupils were divided into two working groups: an experimental group (EG) of 85 pupils and a control group (CG) of 70 pupils. The pupils with worse grades were included in the EG. To get relevant feedback, pre-test and post-test studies and an interview were developed and applied. The results attained in both groups were statistically processed, evaluated and subsequently compared. A two-phase test with dispersion equality proved that differences in the pre-test scores in the EG and CG were not statistically significant. The differences in the final didactic test (post-test) results achieved by the EG and CG, on the other hand, were statistically significant and better scores in the EG were obtained. A positive change of pupils’ attitude in the EG towards physics after the execution of our project-based teaching was noted. The evaluation of the results attained by the pupils proved that the introduction of project-based teaching via INTe-L was an effective strategy to improve Physics teaching. As such, the implementation of this interactive strategy into the instructional education process at primary schools is recommended.

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Section: Discussionsupporting

confidence: 78%

Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia

Gerhátová¹,

Perichta²,

Palcut³

2020

Education Sciences

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“…Figure 3 shows the proportions. Researchers have shown improvement in students' attitudes with experiments and discussion (Marušić, 2012), with robotics (Khanlari, 2013) and inquiry-based learning (Wongwatkit, 2017;Fernandez, 2017), all of them combined in this implementation.…”

Section: Resultsmentioning

confidence: 95%

Educational Robotics: Building and Applying an App-controlled Car to Study Newton’s Laws

Matos

Zannin

2021

Open Education Studies

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The use of technology – including mobile phones – in classrooms is a growing and promising trend, but it still needs research on ways to integrate it in classrooms and on its impacts. We propose a low cost educational product where students assemble an Arduino car remotely controlled through a mobile app and use it to study Newton’s third law, of action-reaction forces. The teacher used an inquiry-based approach to prompt students to test towing capacity of the car. Students connected the car to different weights and used a structure of pulleys to investigate the behaviour of fixed and movable pulleys, as well as the forces involved. The goal of the activity is to motivate students to study physics and to facilitate learning. This article describes a pilot implementation of the educational product in a secondary school of Brazil. We used a qualitative approach to evaluate the implementation. Students answered a survey before and after the activities. They also delivered a report and answered questions about the physics involved. The teacher recorded his observations. The product and the strategy showed great potential: these students were more motivated and engaged in the classes and were able to learn the main concepts involved.

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“…Thus, the fact that students studied Boyle's Law in high school in detail but were not able to only connect it to a familiar biological process like breathing is concerning and suggests disruption in information delivery [18]. The weakness could be that students did not understand the added value of studying such a topic in their lives and future careers, leading to lower levels of interest in the topic, which subsequently caused a reduction in comprehension [8,19]. Therefore, we advise altering the method of delivering scientific information in high school by incorporating several diverse practical and 'real-life' applications to help the students relate physics to their future endeavors.…”

Section: Discussionmentioning

confidence: 99%

Students’ awareness of physics application in the medical field

Alsufyani

2023

Phys. Educ.

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To assess students’ awareness of physical sciences’ significance in the medical field and relate this awareness to their academic achievement. A multiple-choice questionnaire was distributed to first- and second-year medical sciences students. The questionnaire consists of four particulars, two questions aimed at assessing the students’ awareness of physics implementation in medical sciences and 12 relatively basic questions designed to measure the participant’s knowledge. A total of 370 eligible students participated in this study (187 unified-track students and 183 nursing-track students). Students showed a higher awareness of familiar applications compared to unfamiliar physics applications. 63.6% of students with high academic achievement (unified-track students) indicated awareness of the importance of studying physics, compared to 34.9% of students with lower academic achievement (nursing-track students). Our results also indicated a slightly weak correlation between students’ awareness and knowledge level (r = 0.251). We found that students’ awareness of the positive impact of studying physics on their professional development varied based on their academic achievement. In general, students displayed a higher ability to recognize physics’ medical applications if introduced to the concept by relating it to its real-life medical application. Conversely, when students were introduced to the topic without relating it to real-life medical applications, we found that they were generally less able to correctly recognize the underlying physics principle.

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Many high-school students don't want to study physics: active learning experiences can change this negative attitude!

Cited by 9 publications

References 20 publications

Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia

Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia

Educational Robotics: Building and Applying an App-controlled Car to Study Newton’s Laws

Students’ awareness of physics application in the medical field

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