The Use of Educational Software in Teaching Physics in the Moroccan Context

Khouna, Jalal; Ajana, Lotfi; Ahmed, Rajib; Mokri, Abdelilah El

doi:10.3991/ijet.v15i18.15455

Cited by 8 publications

(7 citation statements)

References 24 publications

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“…Due to the significant use of digital devices and their rapid evolution, many scientific researches started to study their impacts on human health and on the human psychology, which appears to be outdated either immediately after the results have appeared or sometimes even before, and that is a constraint for those scientific studies. Scientists in several fields try to better understand digital tools' influence on different sides and from multiple angles of vision on the human being, and to answer major questions related to their impact [1]; [2]; [3], but the results are usually themselves a contradictory subject. Educational decision-makers are doing their best to integrate digital tools into the various teaching and learning activities; on the other hand, the recently published results indicate how the contribution of digital tools to these educational activities is negligible and sometimes negative as they increase the cognitive cost of an activity, which is an obstacle to achieving an educational goal.…”

Section: Impact Of Digital Toolsmentioning

confidence: 99%

Effects of Using Digital Tools on the Process of Memorization

Hamzi

Echantoufi

Khouna

et al. 2021

Int. J. Emerg. Technol. Learn.

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Recent studies show that the effect of digital tools have a direct impact on atten-tion, motivation, autonomy and academic success. In Morocco, considering the extent to which students use digital tools, precisely scientific students, and be-cause of the essence of memory to all learning, this article is part of the overall framework of a study that attempts to find the link between the use of digital tools and the process of memorization. The factors that can influence the memorization process are multiple and diverse: biological, psychological, and sociological. These factors are unquantifiable in most cases, where it is difficult to determine with certainty their degree of impact, or to experimentally show the nature of their influence on the memory process that constitutes the most important function of the brain being the most complex organ of the human being. Therefore, in this ar-ticle, we will only stick to the duration of use of digital tools as an evaluable pa-rameter, and we will try to determine the link between this duration and the mem-orization process in order to determine the conditions for healthy and efficient us-age

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Section: Impact Of Digital Toolsmentioning

confidence: 99%

Effects of Using Digital Tools on the Process of Memorization

Hamzi

Echantoufi

Khouna

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…They are used both to develop critical thinking and to ensure the process of studying physics. In the previous work [7], there is the analysis of the software which was used while teaching physics in recent years (from 2010 to 2019). The use of multimedia physics practicum is also promising [8].…”

Section: Introductionmentioning

confidence: 99%

Critical thinking and hypothetic-deductive scheme for studying the elements of quantum theory

Tereshchuk¹,

Шаров²,

Tereshchuk³

et al. 2023

IJERE

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<span lang="EN-US">The study provided research and experimental verification of the hypothetic-deductive scheme for teaching the theory of quantum physics to secondary school students. The study highlighted the technologies and didactic tools, which help to boost the effectiveness of teaching physics to students and develop their critical thinking. It was found that the hypothetic-deductive scheme is based on the concept of critical rationalism and it has such stages: problem-hypotheses-rational criticism-choice of hypothesis-rational criticism of the new theory-new problem. The study described the stages of its implementation for teaching students the basics of quantum physics. To prove the effectiveness of the suggested scheme, the study carried out a comparative experiment in which 479 students took part (there were 241 students in experimental classes and 238 students in control classes). The statistical procession and interpretation of the experiment results were carried out with Pearson’s Chi-squared test. After the experiment, the quality of learning achievements that corresponds to the sufficient and high levels is 62.87% in the experimental classes, whereas in the control classes this figure is 52.48%. In further prospect, researchers plan to check the effectiveness of the suggested scheme to study other theories, which are studied in secondary school.</span>

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“…Making full use of the development results of big data technology and information technology, realizing the deep integration of information technology and high school physics teaching, so that the presentation of physics course knowledge can be more image, specific and vivid so that the process of teaching high school physics courses can become more high-quality and efficient [8][9][10]. Therefore, realizing the integration and application of information big data and physics teaching has become the key to teaching nowadays [11][12].…”

Section: Introductionmentioning

confidence: 99%

Systematic integration of information big data and physics teaching based on deep learning algorithms

Tao,

Wang,

Fan

2023

Applied Mathematics and Nonlinear Sciences

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This paper first investigates the main performance of the shackles of traditional physics teaching on students and its negative consequences and then designs a physics teaching process model based on the teaching environment of information big data and constructs a framework of the physics teaching system by utilizing data mining technology. Then, the physics teaching system is modeled based on the artificial neuron model and recurrent neural network, and the attention mechanism is used to improve the overall generalization performance of the model. Finally, the application effect of the physics teaching system is compared through empirical evidence. The results show that there is a deviation in the mean value of the two classes; the average score of the experimental class is 75.552 points, and the average score of the control class is 65.910 points, and there is a difference of 9.642 points between the two classes’ mean values. The data show that applying a physics teaching system can improve the learning status quo of students’ mechanical imitation, help students better master knowledge, enhance students’ ability to use information technology and achieve better teaching results than traditional teaching.

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The Use of Educational Software in Teaching Physics in the Moroccan Context

Cited by 8 publications

References 24 publications

Effects of Using Digital Tools on the Process of Memorization

Effects of Using Digital Tools on the Process of Memorization

Critical thinking and hypothetic-deductive scheme for studying the elements of quantum theory

Systematic integration of information big data and physics teaching based on deep learning algorithms

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