Physics education research for 21st century learning

Bao, Lei; Koenig, Kathleen

doi:10.1186/s43031-019-0007-8

Cited by 155 publications

(104 citation statements)

References 80 publications

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“…Examining the research in the field of science education, it was seen that most teachings were realized by the teachers with the deductive method, and this was criticized in the literature (Bao & Koenig, 2019;Dykstra et al, 1992). Teaching by the deductive method is defined as teaching in which the teacher transmits theoretical information first and then presents mathematical models, and in which the process is completed by solving the exercises in the coursebook.…”

Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

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Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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“…In addition, this seemed has been more complicated along with the constantly changed curriculum applied. The lack of this mastering concept has been reported by a number of research (Bao & Koenig, 2019;Fernandez, 2017;Furwati & Zubaidah, 2017;Hayes & Kraemer, 2017;Hulwani et al, 2019;Putri et al, 2018). Most of the research have shown that students only solve Physics problems within low level of cognitive.…”

Section: Introductionmentioning

confidence: 95%

“…Learning models involving direct and practical activities are clearly needed to improve students' ability to understand the concepts of Physics. This research proposed constructive-based learning model which involves the sensory motor to enhance the improvement of concept acquisition (Bao & Koenig, 2019;Fernandez, 2017;Hayes & Kraemer, 2017;Nisa et al, 2018). One of the constructive-based learning models is Modelling instruction.…”

Section: Introductionmentioning

confidence: 99%

Modelling instruction effect with different reasoning ability on physics conceptual understanding by controlling the prior knowledge

Meilina

Handayanto

Muhardjito

2020

Momentum: Physics Education Journal

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Modelling instruction is systematic instructional activity for constructing and applying scientific knowledge in Physics lesson. The purpose of this research is to determine the effect of Modelling instruction with different reasoning abilities on understanding physical concepts by controlling students’ prior knowledge. This research used experimental method with 2x2 factorial design with two Modelling instruction classes and two conventional classes with a total of 176 students. The instrument used was reasoning ability test, prior knowledge test, and physics concept test. It used LCTSR (Lawson’s Classroom Test of Scientific Reasoning) instrument. Prior knowledge test instruments consisted of 25 problems to identify how deep the students understand the topic before they undergo the learning process and physics concept test consisted of 25 problems. Based on the statistical test using two factor Ancova, it proved that there was a significant difference in students’ ability to master the physics concept between using Modelling instruction learning model and using conventional learning model. The result showed that the Modelling instruction increasing conceptual understanding better than conventional learning. There are two important parts in the Modelling instruction that are model development and model deployment. This study also confirms that there are significant differences in understanding the concepts between students of high reasoning ability and low reasoning ability. Students with high reasoning abilities have a better understanding of concepts than students with low reasoning abilities.

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“…In this regard, physics education (PE) bears great potential in providing an excellent opportunity to drive and shape sustainable development for the future world. According to Bao and Koenig (2019), PE not only fosters high-end reasoning skills and improves students' scientific literacy competencies, but also produces technically literate, skilled workforce to support sustainable development.…”

Section: Introductionmentioning

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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Physics education research for 21st century learning

Cited by 155 publications

References 80 publications

Teaching Mechanical Waves by Inquiry-Based Learning

Teaching Mechanical Waves by Inquiry-Based Learning

Modelling instruction effect with different reasoning ability on physics conceptual understanding by controlling the prior knowledge

Physics Teachers’ Perceptions on Sustainable Physics Education

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