Use of Technologies, as the Effective Instrument for Enhancing of Motivation in the Process of Physics Teaching

Nadiradze, Lali; Kapanadze, Marika; Kvirkvelia, Bela

doi:10.21125/inted.2020.0828

Cited by 4 publications

(5 citation statements)

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“…Furthermore, the results confirmed the benefits of computer simulations by promoting interactivity in the physics classroom [52], improving students' performance when learning physics [53], and providing students with the opportunity to explore a broad range of physics topic areas via the multiple representation feature [45,54,55].…”

Section: On Improving Student's Visual Thinkingsupporting

confidence: 54%

Developing Student’s Comprehensive Knowledge of Physics Concepts by Using Computational Thinking Activities: Effects of a 6-Week Intervention

Bufasi

Hoxha

Cuka

et al. 2022

Int. J. Emerg. Technol. Learn.

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Computational thinking has been identified as an important approach for enabling students' better comprehension of science concepts as well as scientific procedures. Computation is useful in physics because it permits physics theories to be applied to issues that are complicated to fix analytically. Visual Python provides a 3D environment where learners may design 3D objects, apply a physical framework, and study the effects of altering parameters. The implementation and outcomes of a 6-week teacher-led computational thinking intervention with groups of 12th graders (n=60) are described in this study. Two research questions are being addressed using quantitative analysis and a quasi-experimental approach involving a pre- and post-test. The participants who received the six-week implementation on the experimental group performed significantly better on the post-test than the control group, which received only standard teaching lectures. The results indicated a statistically significant difference in mean scores between the experimental group (M = 24.03, SD = 4.68) and the control group (M = 20.3, SD = 5.38). The findings indicate that implementing computational thinking activities not only improves students' knowledge of physics concepts, but it also improves visual thinking, allowing students to better cognitively comprehend the problem.

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Section: On Improving Student's Visual Thinkingsupporting

confidence: 54%

Developing Student’s Comprehensive Knowledge of Physics Concepts by Using Computational Thinking Activities: Effects of a 6-Week Intervention

Bufasi

Hoxha

Cuka

et al. 2022

Int. J. Emerg. Technol. Learn.

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“…These tools help students to see the importance of technology in everyday life and in their learning. A short scale study has been done in Georgia by one of the authors of this paper (Nadiradze et al, 2020). The study concludes that the use of technology enhances the students' motivation in physics learning.…”

Section: Discussionmentioning

confidence: 88%

Investigating the relationship between students' interest in physics and environmental attitudes in Georgia

Kapanadze,

Javakhishvili,

Dzagania

2023

EURASIA J Math Sci Tech Ed

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This paper presents some aspects of the relevance of physics education from a Georgian perspective. Students’ interest in physics is currently an important issue for effective learning and teaching in many countries. We report about the results of an extensive physics students’ survey at the end of compulsory education and the beginning of upper secondary school in Georgia. Students’ interest in physics was investigated in different contexts regarding ‘out of school’ experiences, attitudes toward environmental issues, and science and technology. Girls conveyed a higher interest in physics than boys. Some correlations are found between students’ interest in physics and respect for environmental issues, nature, and science discoveries. The study suggests some recommendations for the development of physics curricula, textbooks and teacher education programs in the country.

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“…Also, from the learners' perspective, learning was enhanced because the simulation-supported lessons were interesting, clear, well understood and attention-grabbing (see Table 4). This suggests that the PhET simulation environments shaped learners' learning of the selected concepts for the better by motivating their interest in the subject matter, facilitating their understanding of the concepts studied and engaging their attention throughout the instructional discourse (Chatzopoulos et al, 2021;Fan et al, 2018;Nadiradze et al, 2020;Vlachopoulos & Makri, 2017;Wieman et al, 2010). Enhanced learning as observed (based on the high means reported in Table 4 for various aspect of the lessons) could also be attributed to the interactive nature of the exploratory and demonstrative modes of delivery adopted for implementing the lessons.…”

Section: Discussionmentioning

confidence: 92%

“…Findings revealed that additional instructional support was key to improvements observed in students' understanding of the concepts investigated. Other benefits of computer simulations in relation to physics learning include "improving the teaching/learning process based on conceptual understanding" (El Kharki et al, 2020, p. 131;Pucholt, 2021), promoting interactivity in the physics classroom , enhancing students' performance in learning physics (Ouahi et al, 2021) and affording students the space to explore a wide range of topics in physics through its multiple representation feature (Fan et al, 2018;Nadiradze et al, 2020;Podolefsky et al, 2010). These seem to reflect the potentials of PhET simulations, in that, they are designed to provide interactive platforms that engage students to learn through exploration and discovery with the goal to help students to connect real-life phenomena to the underlying subject matter in a particular science (Finkelstein et al, 2006;Wieman et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Students’ Learning of Physics Concepts with Simulation as an Instructional ICT Tool

Agyei

2021

EUR J INTERACT MULTIMED ED

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The dwindling interest and perceived difficulty experienced by science students in learning physics at the senior high school level of education in Ghana speak to the need for the creation of authentic instructional platforms that promote enhanced learning as well as motivate students' interest in physics. This study used an explanatory case study design to examine the affordances of Physics Education Technology simulations (PhETs) as an instructional tool with the intent to explain how enhanced students' learning of physics concepts with simulations through implementation processes are possible in the context of Ghana. Nine pre-service physics teachers were engaged as learners to mimic the role of senior high school science students in witnessing simulation-based physics lessons. Questionnaires, pre-and post-tests and focus group interviews were the data sources employed in this study. The results showed that the learners' learning enhanced with the use of PhETs because their learning outcomes improved and also, they had positive experiences with the simulations. Consequently, the study advocates that enhanced learning of concepts in physics with simulations are possible through interactive implementation processes that are exploratory and demonstrative in nature and context-sensitive.

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Use of Technologies, as the Effective Instrument for Enhancing of Motivation in the Process of Physics Teaching

Cited by 4 publications

References 0 publications

Developing Student’s Comprehensive Knowledge of Physics Concepts by Using Computational Thinking Activities: Effects of a 6-Week Intervention

Developing Student’s Comprehensive Knowledge of Physics Concepts by Using Computational Thinking Activities: Effects of a 6-Week Intervention

Investigating the relationship between students' interest in physics and environmental attitudes in Georgia

Enhancing Students’ Learning of Physics Concepts with Simulation as an Instructional ICT Tool

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