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This paper describes a case study of an online physics laboratory course implemented for 254 engineering students at Walailak University in Thailand in response to the COVID-19 pandemic. The laboratory sequence was designed based on the United Kingdom Professional Standards Framework and covered eight experiments on fundamental concepts of motion, electricity, waves, and fluid mechanics. The experiments were conducted at students' homes using physics education technology simulations, Tracker for video analysis, smartphones, and home-based apparatuses. During the experiments, students shared their progress with classmates and lecturers through screen sharing, which facilitated exchanges of ideas and difficulties. The paper discusses the successful implementation of the online laboratory course and the challenges encountered, such as student engagement, resource limitations, and practical skill development. The insights gained from this case study may be useful for online laboratory education beyond the pandemic. [ FROM AUTHOR] Copyright of Distance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The speed of spread of Coronavirus Disease 2019 led to global lockdowns and disruptions in the academic sector. The study examined the impact of mobile technology on physics education during lockdowns. Data were collected through an online survey and later evaluated using regression tools, frequency, and an analysis of variance (ANOVA). The findings revealed that the usage of mobile technology had statistically significant effects on physics instructors' and students' academics during the coronavirus lockdown. Most of the participants admitted that the use of mobile technologies such as smartphones, laptops, PDAs, Zoom, mobile apps, etc. were very useful and helpful for continued education amid the pandemic restrictions. Online teaching is very effective during lock-down with smartphones and laptops on different platforms. The paper brings the limelight to the growing power of mobile technology solutions in physics education. © 2018 Tsinghua University Press.
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Following their surge in popularity during the height of the Covid-19 pandemic, e-learning and virtual education remain a noteworthy and rapidly developing part of the educational landscape. Still relatively immature in its development, virtual reality in particular promises extraordinary potential for positive educational outcomes. Given this potential, it is essential to deepen our understanding of the needs and attitudes of the public regarding its use. Based on Twitter data, our research focuses on the use of virtual reality in biology, chemistry and physics education, providing an analysis of popularity and other trends, along with public attitudes. Major results of our study include the finding that the application of virtual reality in chemistry was the most discussed among these three subjects between July 2016 and July 2022, and the discovery of a strong positive correlation between the frequency of tweets and the launch of hardware and software products. Our overview of the traffic on these three subjects is likely to be of particular value to software developers and virtual reality content creators. © 2022 IEEE.
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Teaching physical science has been challenging for educators for quite some time, and with the Covid-19 pandemic, the situation has even worsened which made the adoption of blended learning in the different cycles of education only a matter of time. This paradigm requires nevertheless a certain command when it comes to using some specific tools dedicated to the simulation of some physical science knowledge laboratories. The objective of this research is to study the effect of integrating the "Simulation Program with Integrated Circuit Emphasis” simulator tool in a blended learning environment on the conceptual learning of electricity. To achieve this goal, we adopted a quantitative methodology to assess the outcome of the experience which involved 40 pupils. The experimental group teacher used blended learning and integrated the simulation to teach the electricity module. The same teacher adopted traditional teaching with the control group (40 pupils). The instrument used is a test instrument in the form of a quiz which consists of 20 questions. All questions were in the form of multiple-choice questions to facilitate a more efficient analysis. The results of this research report the positive effects of integrating simulation into a blended learning environment with a statistically significant difference. Moreover, the experiment shows that 90 per cent of the pupils in the experimental group passed the test, as opposed to 75 per cent of the control group © 2022, Journal of Turkish Science Education.All Rights Reserved.
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In this research, we studied distance education practices in high schools which were closed by the Turkish Ministry of National Education (MNE) due to the COVID 19 pandemic and evaluated comparatively within the scope of the physics course. In this context, a comparative evaluation has been made by examining live lecture applications on television (EBA TV), remote live lessons (EBA live lessons), and another internet application (Zoom). The research covered a 13-week period starting with the interruption of the face-to-face education on March 16, 2020, until June 12, 2020. This research included six physics teachers, 15 science teachers, 20 parents of high school students, and 1.275 students in three different Anatolian high schools and four middle schools in Trabzon. In this study, we used the scanning model. The collected data were analyzed by calculating weekly average follow-up values and percentage values. At the end of this research, it was determined that the viewership of the physics lessons on EBA TV in the 1stweeks of distance education was 89% and that the viewership of EBA TV decreased considerably as the process continued. On the other hand, in online education applications and practices, it is seen that there were important problems arising from the lack of technological appliances, family situations, assessment, and evaluation. As a result of this study, we present proposed solutions for these problems. © 2022 Journal of Open Humanities Data. All rights reserved.
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Currently, physics education is a science that is still considered by many students and the public. Thus, there is a need for information on the current trends in physics education to adapt to the current situation. Based on the Scopus, the research objective is to explore the ongoing trends in the last ten years and during the COVID-19 pandemic. This research is a bibliometric and bibliometric analysis. The findings show that research related to physics education is dominated by the most developed during the COVID-19 pandemic (2020 – 2021) countries Indonesia. Meanwhile, the Journal of Physics Conference Series is the journal that publishes the most publications (Scopus) related to physics education, followed by the AIP Conference Proceeding. Research implication to research, librarian, and policy maker (1) Research and development need to be carried out in-depth related to the growing trend of physics education so that it can be published in Scopus. (2) Cooperation and collaboration between other universities to increase publications at the international level. (3) The need for continuous research to follow current trends. © 2022 The Author(s)
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Commercial electronic measuring devices used in physics usually have high costs. In recent years, thanks to its low cost and the high number of available sensors, the Arduino board has been used for many educational purposes in physics education. In this paper a method to measure the Newton's cooling law time-constant by the Arduino board is presented. © 2022 IOP Publishing Ltd
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Since the detection of first cases of Covid-19 in the United Arab Emirates (UAE) the education system has faced drastic changes after schools' closure in response to the pandemic. UAE schools started teaching online as an alternative measure without stoppage to limit exposure. This study uses a cross-sectional descriptive design to examine teachers' and students' attitudes toward online Physics education in the UAE after four months of teaching and learning online. Cross-sectional participants included 418 secondary school students and 58 physics teachers who had to rely on online education to deliver their instruction during the 2020-2021 academic year in one of the major cities in the UAE. Using comparative method to compare the attitudes of students and physics teachers, based on various categorical groups, indicated that statistically significant differences in attitudes exist between public and private schools' students. However, there were no statistically significant differences in attitudes of physics teachers' groups toward using online education to deliver their instruction. On the other hand, there were statistically significant differences in attitudes among students based on gender. The findings of this study were discussed within the recent educational reforms introduced in the UAE and they are likely expected to impact not only physic teaching and learning but also future online educational practices in general.
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El articulo discute sobre la las ciencias básicas para el desarrollo ostensible con el enfoque de la física para la cuarta revolución industrial. El articulo también se centra en la el conocimiento sobre los principios fundamentales como la Física, la Matemática, la Química, el role de Big data en la lucha de la pandemia covid-19 y la contribución de física y tecnología digitales en en el proceso de producción industrial.
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With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader-BookRoll, Analytics Dashboard-LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases-technology used in "Content Focus" mode, technology used in "Problem Focus" mode and technology used in "Learning Dialogue Focus" mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student's learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor-learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy.
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At the universities of Dresden, Vienna, and Zagreb, a laboratory course for prospective physics teachers was transferred to an online environment because of the lockdown in March 2020 due to the COVID-19 pandemic. The aim of this paper is to present and compare students' and instructors' considerations about the experiences with this laboratory course at these three universities and to formulate guidelines for organizing lab courses for prospective physics teachers. The research was conducted in three steps: first, interviews were conducted with prospective physics teachers (N = 10);second, an online questionnaire was administered to course participants (N = 99);and third, lab course instructors completed an online questionnaire (N = 8). The results show that an increase in creativity and confidence was expressed when conducting home experiments. Students who received support and guidance benefited more from the online lab course, but some students also experienced a greater time commitment. On a positive note, all participants thought outside-the-box during this lab experience and found solutions that led to new ways of conducting labs. Our study suggests that in future online or regular lab courses, students should have the chance to make decisions about experiments and be creative, with an emphasis on peer discussions and support from instructors.
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In 2020, due to the restrictions imposed by the Covid-19 pandemic, the education system passed a fundamental change. Both students and teachers had to acquire new skills in a world with access to a multitude of written or audio-visual information. The role of the teacher in the education process has changed. As his central role diminished, the teacher assumed the position of mentor. This position is reflected in the integration in lessons of modern learning methods that teach the student to use the information he can find from the comfort of his home. The paper presents the neuron, as a cell of the nervous system, an interdisciplinary subject, through interactive concept maps. The conceptual map is realized on two levels, on the first level being presented the nervous system, and on the second level the physical quantities characteristic of the nerve cell membrane and the calculation of their values. The electrostatics and electrokinetics of the nerve cell membrane and its equivalent wiring diagram are presented. By using interactive concept maps, the teacher can present the essential concepts punctually, being necessary to understand them in order to solve new situations in disciplines related to physics. The presentation in Microsoft Office Power Point 365, introduced in the concept map, contains a 3D model of the neuron from its own library of 3D models and has hyperlinks to a video from an online source and to the educational site Mozaweb with interactive 3D content adapted to home learning through maths and information technology. © 2021, National Defence University - Carol I Printing House. All rights reserved.
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The force concept inventory (FCI) can be used as an assessment tool to measure conceptual gains in a cohort of students. The FCI uses a conceptions/ 'misconceptions' lens rather than a context dependent perspective, such as 'knowledge-in-pieces'. In this study it was given to first year students (N = 256 students) pre- and post-mechanics lectures, at the University of Johannesburg. From these results we examine the effect of switching mid-semester from traditional classes to online classes, as imposed by the COVID-19 lockdown in South Africa. Overall results indicate no appreciable difference of gain, when bench-marked against previous studies using this assessment tool. When compared with 2019 grades, the 2020 semester grades do not appear to be greatly affected. Furthermore, statistical analyses also indicate a gender difference in mean gains in favour of females at the 95% significance level (for paired data, N = 48).
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Due to the recent global events, in this case, the Covid-19 pandemic, a new challenge arises at all levels. Higher education was one of the most affected areas. This communication presents the use of interactive simulation software in on-line Physics education. This resource is directed towards Engineering courses which are offered at Instituto Superior de Transportes e Comunicações (ISUTC) a private institution of higher education in Mozambique. In the field of Physics, it was necessary to move from face-to-face teaching to on-line teaching. This discipline is divided into two semesters as Physics I and Physics II, with their components, in theory, problems and laboratory. To implement the laboratory classes, a search on the web was done and a virtual lab model was selected, which made use of interactive simulation experiments. In the first semester, the laboratory experiments were selected based on the criteria that they exist in laboratory work in a face-to-face system. In the second semester it was possible to develop totally new laboratory experiments. The conventional Physics teaching laboratory, LabFis, was reinvented as a virtual laboratory. Using a platform of open access, the lab guides were prepared for the different experiments. The student is guided to use the simulations to get an effective learning. To measure the effectiveness of this strategy on the on-line system, an analysis was done of the assessment results of three groups of fifty students of different Engineering courses. A comparison was established from the results in Physics I and Physics II. The assessment results compared are of the year 2019, and the year 2020. The average of students’ assessments is used as an indicator of effectiveness of the adopted strategy. In general, it was observed an improvement on this indicator. After an uncertain start, the students were motivated and they welcomed these changes. They adapted satisfactorily to the new paradigm. © 2021 IEEE.
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We investigate the effect of remote teaching adopted during the Covid-19 pandemic on the academic performance of students in two physics courses, one for undergraduates and the other for graduates. This performance was assessed through a conceptual test on Thermodynamics, a topic addressed in both courses. The test was applied to in-person classes before the Covid-19 pandemic and to remote classes during the pandemic. Comparison of results did not reveal statistically significant differences between the student’s scores in the two periods. Precautions taken to ensure the validity of this analysis are presented and the scope of our conclusions is discussed. © Sociedade Brasileira de Física
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The Covid-19 pandemic has paralyzed the education system and lead to temporary school closure. After school re-opening, long-term responses to a resilient education system were needed. A descriptive survey research design was used to diagnose the barriers to video-based multimedia integration in teaching and learning physics in certain secondary schools. 47 physics teachers (35 males and 12 females) were purposely selected from 24 schools located in the Rutsiro and Rubavu districts. A questionnaire was given to all 47 teachers. One-on-one interview with great attention to the measures of reducing the transmission of Covid-19 was conducted to all senior five physics teachers. Research findings revealed that video-based multimedia is less used in teaching and learning physics. Teachers indicated that poor infrastructure, poor teachers' training aimed at effective integration of multimedia in education, pressure to prepare students for exams, and teachers' lack of time for preparation are major factors that impede the use of video-based multimedia in teaching and learning physics. Results also provided proof of the necessity to provide digital devices to teachers and learners, teachers' training, and learners' preparation for virtual classes so that video-based multimedia could be a better instructional strategy to long-term responses for Covid-19 and future shocks. The findings of this study revealed that VBM could be a consensus on education and technology competency required to support teaching and learning especially during Covid-19 and future shocks. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
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The purpose of this study was to describe the validity of authentic learning-based electronic thermodynamic teaching materials to train students' problem-solving skills during the covid-19 pandemic. The model used in this study was the ASSURE development model, which only reached the third stage, namely Selection of Media and Materials. The validation of teaching materials was assessed by three validators consisting of two physics education academics and one practitioner. Based on the validation results, it was found that the authentic learning-based electronic thermodynamic teaching material for training students' problem-solving skills was declared valid with a value of 3.14. Appropriate teaching materials can then be used in schools' teaching and learning processes and tested for practicality and effectiveness. © 2021 Institute of Physics Publishing. All rights reserved.
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Pandemic covid-19 reinforces the needs of digital technology in all aspects, including education. Digital literacy skills become essential for all teachers and also prospective teachers. This study aims to find an overview of the digital literacy capabilities of prospective physics teachers. This study was a quantitative descriptive research with data collection using an instrument in a questionnaire that included 29 items from 4 aspects of digital literacy: Accessing content, creating content, transliteracy, and evaluating content. The sample consisted of 171 physics education students from 3 State Universities in Indonesia. The result showed the level of digital literacy in the moderate category. From the four aspects, creating content related to creating or presenting information on various digital platforms showed lower results than accessing content, transliteracy, and evaluating content. In a prospective science teacher curriculum, creating learning content on digital platforms needs to be developed. This research finding suggests that digital literacy needs to be enhanced during the prospective science teachers' program. © 2021 Institute of Physics Publishing. All rights reserved.
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In this paper, a model for teaching Engineering courses during the Covid19 Pandemic is presented. The model is a modified hybrid model that the authors have applied in the past few years in several courses and it was applied to some Structural Mechanics Courses during the contingency and lockdown conditions due to the Covid19 Pandemic. Results show the improvement in student performance during a normal semester and how well the model was received during the emergency conditions. Certain problems faced by the students and faculty members are also shown in the results.
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PURPOSE: We present the implementation of e-learning in the Master of Medical Physics programme at the University of Malaya during a partial lockdown from March to June 2020 due to the COVID-19 pandemic. METHODS: Teaching and Learning (T&L) activities were conducted virtually on e-learning platforms. The students' experience and feedback were evaluated after 15 weeks. RESULTS: We found that while students preferred face-to-face, physical teaching, they were able to adapt to the new norm of e-learning. More than 60% of the students agreed that pre-recorded lectures and viewing videos of practical sessions, plus answering short questions, were beneficial. Certain aspects, such as hands-on practical and clinical experience, could never be replaced. The e-learning and study-from-home environment accorded a lot of flexibility. However, students also found it challenging to focus because of distractions, lack of engagement and mental stress. Technical problems, such as poor Internet connectivity and limited data plans, also compounded the problem. CONCLUSION: We expect e-learning to prevail in future. Hybrid learning strategies, which includes face-to-face classes and e-learning, will become common, at least in the medical physics programme of the University of Malaya even after the pandemic.