Teaching and learning physics using technology: Making a case for the affective domain

Abstract

Even though its importance is underscored in many research pursuits, attention to the affective domain in learning is often neglected at the expense of the cognitive development of students studying science, in particular physics. In this paper we propose a framework, the pedagogical technological integrated medium (PTIM) founded on the TPACK model, that builds on the existing premises of pedagogy, content and technology to make space for the affective domain where these three premises intersect with each other. We operationalize the PTIM framework through a multi-loop model that explores the affective dimension as an overarching space for interaction among learners, teachers and parents through a series of stages encompassing home tasks, as well as classroom and out-of-school activities. Within the qualitative paradigm, we substantiate from two case studies, an exploratory and an evaluative one in two different schools, that a succinct synchronisation of these various interactive elements promotes knowledge construction springing from the affective domain in terms of motivation, interest and values and also from their inter-relationships.

The Development of an Integrated Scale of Technology Use in Physics

“…One of the reasons why students often preferred to use these technological programs and applications in learning physics can be explained by the results of the study of Korur, Toker, and Eryılmaz (2016), which stated that it reduced students' cognitive load and positively affected students' physics learning by increasing the processing time of information in short-term memory. However, it is also stated that students who are used to learning with instructions may remain passive and the expected increase in motivation or success may not occur (Ramma et al 2018). Therefore, it would be appropriate for physics teachers to integrate these highly preferred technologies into the relevant subjects in the curriculum in a systematic order, taking into account the periods when students have to learn independently outside of school (such as the current pandemic period).…”

Los conocimientos tecnológicos, pedagógicos y de contenidos del profesorado universitario andaluz sobre las TIC. Análisis desde el modelo TPACK.

“…La sociedad del conocimiento ha posicionado a las tecnologías como una de las variables críticas en la enseñanza, y más aún en los momentos de pandemia que estamos viviendo. Las investigaciones evidencian en sus resultados que la tecnología suele emplearse como medio de información, en lugar de una herramienta pedagógica que potencie los niveles cognitivos (Ramma et al, 2018). Las tecnologías de la información y comunicación (TIC) "son consideradas prioritarias, no solo para alcanzar y contribuir a la alfabetización digital, sino también para apoyar el aprendizaje permanente a lo largo de toda la vida" (Herrero, 2014, p. 175).…”

Flip & Pair – a strategy to augment a blended course with active-learning components: effects on engagement and learning

“…Researchers have reported that use of innovative online tools combined with appropriate focus on student interactions in a blended physics course increased the students learning capacity and boosted a high-level of self-reported enjoyment (Ramma, Bholoa, Watts, & Nadal, 2018). There are also studies that point to the critical nature of student's online engagement for achieving the course outcomes like critical thinking abilities and practical competence (Trowler & Trowler, 2010).…”