subject:(Physics Study AND teaching)

University of Zambia

1. Kaulu, Goodwell. Effectiveness of the 'Physicsclassroom' computer software in the learning of kinematics at Munali Boys High School in Lusaka .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/383

► This study investigated the effectiveness of the 'Physicsclassroom' computer software in the learning of kinematics in high school physics at Munali Boys High School in… (more)

▼ This study investigated the effectiveness of the 'Physicsclassroom' computer software in the learning of kinematics in high school physics at Munali Boys High School in Lusaka. The main objective was to find out if this software could enhance pupil performance in kinematics in physics at Munali Boys High School when it was used as a supplement to traditional learning methods. An experimental design of the pre-test post-test type was used. The main sources of data were: pre- and post-tests, an attitude questionnaire, an observation schedule, participant reports and an interview with physics teachers. The sample for the study consisted of 40 grade 12 boys of Munali Boys High School. Half the number of boys were in the experimental group and the other half in the control group. The experimental group learnt kinematics from the Zambian High School Pure Physics Syllabus using the 'Physicsclassroom' computer software and traditional learning methods for six weeks. At the same time the control group learnt the same work with the same teacher but using traditional learning methods only. The groups were pre-tested and post-tested using the same test. The scores obtained by the participants in the tests were analysed quantitatively and qualitatively. This also applied to the data collected from the attitude questionnaire. The data from other sources were analysed by qualitative means. All statistical tests were evaluated at the p < 0.05 level of confidence. The results revealed a significantly higher performance of 10.5 % in the post-tests for the experimental group than the control group. All the pupils interviewed agreed that the 'Physicsclassroom' computer software be used for kinematics and other topics in high school physics at Munali. From the results it was concluded that the 'Physicsclassroom' computer software can enhance the performance of pupils in kinematics in high school physics at Munali Boys High School. Furthermore, pupils showed a positive attitude towards the 'Physicsclassroom' learning approach. The following recommendations were made: (i) While the 'Physicsclassroom' learning approach enhanced pupil performance in kinematics to the extent above and showed a high degree of acceptability with the study group, it should not be used as the only learning method on this topic but as a supplement to the traditional learning methods which have been in use. (ii) Research with a larger and more representative sample should be done to verify the preliminary findings above in order to arrive at a more definite decision regarding the implementation of the 'Physicsclassroom' learning technique.

Subjects/Keywords: Physics – Study and teaching – Zambia

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APA (6^th Edition):

Kaulu, G. (2011). Effectiveness of the 'Physicsclassroom' computer software in the learning of kinematics at Munali Boys High School in Lusaka . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/383

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kaulu, Goodwell. “Effectiveness of the 'Physicsclassroom' computer software in the learning of kinematics at Munali Boys High School in Lusaka .” 2011. Thesis, University of Zambia. Accessed January 15, 2021. http://hdl.handle.net/123456789/383.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kaulu, Goodwell. “Effectiveness of the 'Physicsclassroom' computer software in the learning of kinematics at Munali Boys High School in Lusaka .” 2011. Web. 15 Jan 2021.

Vancouver:

Kaulu G. Effectiveness of the 'Physicsclassroom' computer software in the learning of kinematics at Munali Boys High School in Lusaka . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/123456789/383.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaulu G. Effectiveness of the 'Physicsclassroom' computer software in the learning of kinematics at Munali Boys High School in Lusaka . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/383

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Mumba, Ndashye. Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/461

► This study aimed at investigating the response of School Administrators to poor performance in O-level Physics examinations. The study further aimed at finding out the… (more)

▼ This study aimed at investigating the response of School Administrators to poor performance in O-level Physics examinations. The study further aimed at finding out the views held by School Administrators on the high failure rate and the measures they had put in place to improve performance. The School Administrators included school Headteachers and Heads of Science Departments. The teachers of Physics were also included in the study. A sample size of 100 subjects was used, which included 12 Headteachers, 12 Heads of Science Departments and 76 teachers of Physics from 12 selected High Schools on the Copperbelt. Only High schools which offered O-level Physics were considered and these included Mpelembe, Kitwe Boys, Helen Kaunda, Saint John's Convent, Mindolo, Saint Andrews, Kansenshi, Dominican Convent, Ndola Modern, Muzi, Ibenga Girls and Sacred Heart High Schools.Physics Education in Zambia is one of the Science subjects which had continued to produce a high failure rate in examinations.It was however hoped that this study would provide vital information for Policy Makers,School Administrators, teachers of Physics and other Researchers who might want to venture into this field of study.The research methods used were fundamentally quantitative and qualitative, incorporating non participant observation, questionnaire survey and interviews. The findings revealed that the School Administrators had the following views about the poor performance in Physics : -lack of support from School Headteachers; -inadequate funding; -low teacher morale; - lack of Physics text books, equipment and Physics apparatus. In an attempt to improve performance, the following measures had been put in place in the High Schools visited: -constantly motivating pupils about the importance of Physics in Science and Technology. -increased contact periods for Physics classes; -in-house workshops for teachers of Physics; -employ qualified teachers of Physics; - twin schools with better resourced schools that are within the country or outside for support in the supply of Physics instructional materials. The recommendations of the study included the view that School Administrators must be given an orientation or training on how to effectively administer Physics in schools;inspectorate services should be intensified in High Schools; there should be provision of equipment and Physics instructional materials needed for practicals; authorities should organize in-service training for Physics teachers who need to acquire new skills.

Subjects/Keywords: Physics – Study and teaching; Examinations

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APA (6^th Edition):

Mumba, N. (2011). Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mumba, Ndashye. “Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province.” 2011. Thesis, University of Zimbabwe. Accessed January 15, 2021. http://dspace.unza.zm/handle/123456789/461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mumba, Ndashye. “Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province.” 2011. Web. 15 Jan 2021.

Vancouver:

Mumba N. Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Jan 15]. Available from: http://dspace.unza.zm/handle/123456789/461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mumba N. Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Kabwita, James. A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka.

Degree: 2014, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/3532

► Throughout the study of physics, mathematical related terms, facts, figures and concepts are learned. Although the relationship between mathematics and physics is evident and interwoven,… (more)

▼ Throughout the study of physics, mathematical related terms, facts, figures and concepts are learned. Although the relationship between mathematics and physics is evident and interwoven, no studies of Zambian origin have focused on how mathematical concepts should be understood and used by physics teachers in secondary schools. This situation indicates a gap in knowledge which calls for systematic investigation. The purpose of this study was to investigate the understanding and use of mathematical concepts by teachers of physics in teaching physics at secondary school.The participants of this study included 250 male and female secondary school learners aged between 15 and 25 who were in Grade 10, 11 and 12 in 2011. The study also included 25 teachers of physics. The methods used to collect data in this study included questionnaires, interviews, examination analysis, analysis of documents and diaries as well as observations. The research findings suggested that the majority of the teachers of physics used mathematical concepts in one physics lesson every two weeks. Their inadequate knowledge in the understanding of mathematical concepts prevented them from using them. This frequency was low though teachers used the concepts. The lesson observation revealed that the teachers of physics used methods which failed to reflect mathematical concepts as most of the lesson objectives were of low cognitive domain.It was recommended that teachers of physics should use methodologies of teaching that promote acquisition of the ability to understand and use mathematical concepts which allow learners to use and understand mathematical concepts. The ministry of education, science, vocational training and early education (MoESVTEE) should draw up a curriculum that emphasizes methodologies of teaching particularly in the use and understanding of mathematical concepts in science rather than in physics content only. Curricula in colleges, and universities should also be restructured so that they teach pre-service and in- service teachers methodologies that are in line with problem – solving approaches, which lead to a proper understanding and use of mathematical concepts in physics.

Subjects/Keywords: Physics-study and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kabwita, J. (2014). A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/3532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kabwita, James. “A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka.” 2014. Thesis, University of Zimbabwe. Accessed January 15, 2021. http://dspace.unza.zm/handle/123456789/3532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kabwita, James. “A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka.” 2014. Web. 15 Jan 2021.

Vancouver:

Kabwita J. A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka. [Internet] [Thesis]. University of Zimbabwe; 2014. [cited 2021 Jan 15]. Available from: http://dspace.unza.zm/handle/123456789/3532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kabwita J. A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka. [Thesis]. University of Zimbabwe; 2014. Available from: http://dspace.unza.zm/handle/123456789/3532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

4. Stewart Jr., Phillip. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.

Degree: 2013, Columbia University

URL: https://doi.org/10.7916/D8QJ7QH4

► Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda… (more)

▼ Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda for games and science education entitled Learning Science Through Computer Games and Simulations (2011). The report recommends moving beyond typical proof-of-concept studies into more exploratory and theoretically-based work to determine how best to integrate games into K-12 classrooms for learning , as well as how scaffolds from within the game and from outside the game (from peers and teachers) support the learning of applicable science. This study uses a mixed-methods, quasi-experimental design with an 8th grade class at an independent school in southern Connecticut to answer the following questions: 1. What is the nature of the supports for science content learning provided by the game, the peer, and the teacher, when the game is used in a classroom setting? 2. How do the learning gains in the peer support condition compare to the solo play condition, both qualitatively and quantitatively? The concept-integrated physics game SURGE (Scaffolding Understanding through Redesigning Games for Education) was selected for this study, as it was developed with an ear towards specific learning theories and prior work on student understandings of impulse, force, and vectors. Stimulated recall interviews and video observations served as the primary sources and major patterns emerged through the triangulation of data sources and qualitative analysis in the software QSR NVivo 9. The first pattern which emerged indicated that scaffolding from within the game and outside the game requires a pause in game action to be effective, unless that scaffolding is directly useful to the player in the moment of action. The second major pattern indicated that both amount and type of prior gaming experience has somewhat complex effects on both the uses of supports and learning outcomes. In general, a high correlation was found between students who were more successful navigating supports from the game, the teacher, and the peer and higher gain scores from pre- to posttest. However, students with a lot of prior game experience that found the game to be easy without much assistance did not do as well from pre- to posttest as they did not need as much assistance from the game to do well and therefore missed out on important physics connections to impulse, force, and vectors. However, those students with little prior game experience did not find game scaffolds as useful and did not do as well from pre- to posttest without significant teacher and peer support to bolster or supplant the game's intended scaffolding. Implications for educators, educational game designers, and games in science education researchers are presented. It is argued that teachers must find ways to extract those scaffolds from the game which are easy to miss or require failure to activate so that all students, even those who find the game easy, are exposed to the intended learning in the game. Ideally, game…

Subjects/Keywords: Science – Study and teaching; Physics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stewart Jr., P. (2013). Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8QJ7QH4

Chicago Manual of Style (16^th Edition):

Stewart Jr., Phillip. “Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.” 2013. Doctoral Dissertation, Columbia University. Accessed January 15, 2021. https://doi.org/10.7916/D8QJ7QH4.

MLA Handbook (7^th Edition):

Stewart Jr., Phillip. “Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.” 2013. Web. 15 Jan 2021.

Vancouver:

Stewart Jr. P. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2021 Jan 15]. Available from: https://doi.org/10.7916/D8QJ7QH4.

Council of Science Editors:

Stewart Jr. P. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8QJ7QH4

Nelson Mandela Metropolitan University

5. Bacela, Mpathi Collin. An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students.

Degree: 2019, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/42443

► The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated.… (more)

▼ The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.

Subjects/Keywords: Physics – Study and teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bacela, M. C. (2019). An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/42443

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bacela, Mpathi Collin. “An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students.” 2019. Thesis, Nelson Mandela Metropolitan University. Accessed January 15, 2021. http://hdl.handle.net/10948/42443.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bacela, Mpathi Collin. “An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students.” 2019. Web. 15 Jan 2021.

Vancouver:

Bacela MC. An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2019. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10948/42443.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bacela MC. An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students. [Thesis]. Nelson Mandela Metropolitan University; 2019. Available from: http://hdl.handle.net/10948/42443

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

6. Buggé, Danielle Anita, 1985-. The short and long-term effects of the ISLE approach on high school physics students' attitudes and development of science-process abilities.

Degree: PhD, Physics education, 2020, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/64180/

►

The National Research Council, American Association of Physics Teachers (AAPT), the Next Generation Science Standards (NGSS), and Advanced Placement Physics 1 and 2 guidelines all… (more)

▼

The National Research Council, American Association of Physics Teachers (AAPT), the Next Generation Science Standards (NGSS), and Advanced Placement Physics 1 and 2 guidelines all set the goals of engaging students in experimentation and authentic scientific reasoning while developing normative concepts to help them develop essential skills and competencies necessary to succeed in our rapidly changing world. As a result, activities that place greater emphasis on reasoning and argumentation and engage students in experimental practices are finding their ways into both high school and university-level courses. One way to meeting the above goals is through the Investigative Science Learning Environment (ISLE) approach, which fully aligns with national recommendations. The ISLE approach focuses on two major issues: engaging students in the activities that mirror scientific practice, while constructing and applying new knowledge; and empowering them as learners during that process. This ISLE approach forms the foundation of this study. While student learning through the ISLE approach was studied extensively in college classrooms, very few studies have been done at the high school level. We do not know whether or how learning through the ISLE approach helps students meet the standards set by national organizations. In addition, there are no studies of the long-term effects of learning physics through the ISLE approach. To address these gaps this multiphase mixed-methods study has two goals: to explore how first-year high school physics students who learn physics through the ISLE approach show changes in their science-process abilities, attitudes, and motivation towards experimental science; and to determine the long-term effects of such learning. The study was conducted in two phases. In the first phase, written laboratory reports, attitudes surveys, and confidence surveys were collected from 230 first-year honors physics students over a three-year period. In the second phase, a survey was sent to alumni who learned physics through the ISLE approach. A subset of these students participated in interviews and a focus group. The research aims to address not only how high school students develop science-process abilities, but how the opportunity to revise and improve their work affects this development. Furthermore, this research aims to learn how student attitudes concerning investigative learning and experimental design change over the course of a school year as well as how student mindset and motivation factor into these changes. Finally, this research aims to better understand the long-term effects of learning in an investigative physics course on student attitudes, learning strategies, and performance in future educational experiences and careers.

Advisors/Committee Members: Etkina, Eugenia (chair), Golan Duncan, Ravit (internal member), Ryan, Sharon (internal member), Planinsic, Gorazd (outside member), School of Graduate Studies.

Subjects/Keywords: Physics – Study and teaching; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Buggé, Danielle Anita, 1. (2020). The short and long-term effects of the ISLE approach on high school physics students' attitudes and development of science-process abilities. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/64180/

Chicago Manual of Style (16^th Edition):

Buggé, Danielle Anita, 1985-. “The short and long-term effects of the ISLE approach on high school physics students' attitudes and development of science-process abilities.” 2020. Doctoral Dissertation, Rutgers University. Accessed January 15, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/64180/.

MLA Handbook (7^th Edition):

Buggé, Danielle Anita, 1985-. “The short and long-term effects of the ISLE approach on high school physics students' attitudes and development of science-process abilities.” 2020. Web. 15 Jan 2021.

Vancouver:

Buggé, Danielle Anita 1. The short and long-term effects of the ISLE approach on high school physics students' attitudes and development of science-process abilities. [Internet] [Doctoral dissertation]. Rutgers University; 2020. [cited 2021 Jan 15]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/64180/.

Council of Science Editors:

Buggé, Danielle Anita 1. The short and long-term effects of the ISLE approach on high school physics students' attitudes and development of science-process abilities. [Doctoral Dissertation]. Rutgers University; 2020. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/64180/

Nelson Mandela Metropolitan University

7. Lombard, Elsa Helena. Triggering physics lecturers' reflections on the instructional affordance of their use of representations: a design-based study.

Degree: Faculty of Education, 2014, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/2899

► There is growing awareness in the physics education research community about the importance of using representations in physics teaching and the need for lecturers to… (more)

Subjects/Keywords: Physics – Study and teaching; Physics – Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lombard, E. H. (2014). Triggering physics lecturers' reflections on the instructional affordance of their use of representations: a design-based study. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/2899

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lombard, Elsa Helena. “Triggering physics lecturers' reflections on the instructional affordance of their use of representations: a design-based study.” 2014. Thesis, Nelson Mandela Metropolitan University. Accessed January 15, 2021. http://hdl.handle.net/10948/2899.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lombard, Elsa Helena. “Triggering physics lecturers' reflections on the instructional affordance of their use of representations: a design-based study.” 2014. Web. 15 Jan 2021.

Vancouver:

Lombard EH. Triggering physics lecturers' reflections on the instructional affordance of their use of representations: a design-based study. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10948/2899.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lombard EH. Triggering physics lecturers' reflections on the instructional affordance of their use of representations: a design-based study. [Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/2899

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

8. Jones, Darrick C., 1988-. Cognitive resources of physics experts.

Degree: PhD, Physics and Astronomy, 2015, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/47420/

►

One important goal of physics education is to help students develop reasoning patterns similar to those of expert physicists. To achieve this goal, physics educators… (more)

▼

One important goal of physics education is to help students develop reasoning patterns similar to those of expert physicists. To achieve this goal, physics educators must know what makes physics experts so successful at solving challenging physics problems. However, this dimension of physics expertise has not been fully explored by the physics education research (PER) community. In this dissertation, I describe several studies I have conducted that further the PER community’s understanding of physics expertise. In these studies, I investigate how expert physicists reason as they solve unfamiliar, challenging physics problems by using a resource-based model of cognition to analyze videotaped recordings of problem solving sessions. By developing a way to determine when experts are making conceptual breakthroughs I analyze what resources experts use during conceptual breakthroughs. In the first study, I show that physics conceptual breakthroughs are characterized by reasoning which combines resources related to intuitive knowledge, higher level physics based conceptual knowledge, and epistemological knowledge. In the second study, I develop a way to reliably code for epistemological resources and determine what epistemological resources experts rely on most during conceptual breakthroughs. My findings show that experts rely on contrasting cases more often than any other epistemological resource. In the third study, I use variation theory to investigate how experts use contrasting cases. I look for patterns across all instances when experts use contrasting cases to make a conceptual breakthrough and show how scientific epistemology can be used to better understand experts’ use of contrasting cases. I discuss how the findings of each study can be used to inform physics education.

Advisors/Committee Members: Etkina, Eugenia (chair), Jha, Saurabh (internal member), Podzorov, Vitaly (internal member), Zamick, Larry (internal member), Elby, Andrew (outside member).

Subjects/Keywords: Physics – Study and teaching; Physics – Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jones, Darrick C., 1. (2015). Cognitive resources of physics experts. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/47420/

Chicago Manual of Style (16^th Edition):

Jones, Darrick C., 1988-. “Cognitive resources of physics experts.” 2015. Doctoral Dissertation, Rutgers University. Accessed January 15, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/47420/.

MLA Handbook (7^th Edition):

Jones, Darrick C., 1988-. “Cognitive resources of physics experts.” 2015. Web. 15 Jan 2021.

Vancouver:

Jones, Darrick C. 1. Cognitive resources of physics experts. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2021 Jan 15]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47420/.

Council of Science Editors:

Jones, Darrick C. 1. Cognitive resources of physics experts. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47420/

Rutgers University

9. Brahmia, Suzanne M. , 1963-. Mathematization in introductory physics.

Degree: PhD, Physics and Astronomy, 2014, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/45215/

►

Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors… (more)

▼

Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students’ struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor’s desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students’ initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in doing physics. It contrasts with their more common experience with mathematics as the practice of specified procedures to improve efficiency. This paper describes new curricular materials based on invention instruction provide students with opportunities to generate mathematical relationships in physics, and the paper presents preliminary evidence of the effectiveness of this method with mathematically underprepared engineering students.

Advisors/Committee Members: Etkina, Eugenia (chair), Kalelkar, Mohan (internal member), Pryor, Tad (internal member), Ransome, Ronald (internal member), Weber, Keith (outside member).

Subjects/Keywords: Physics – Study and teaching; Mathematical physics

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APA (6^th Edition):

Brahmia, Suzanne M. , 1. (2014). Mathematization in introductory physics. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45215/

Chicago Manual of Style (16^th Edition):

Brahmia, Suzanne M. , 1963-. “Mathematization in introductory physics.” 2014. Doctoral Dissertation, Rutgers University. Accessed January 15, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/45215/.

MLA Handbook (7^th Edition):

Brahmia, Suzanne M. , 1963-. “Mathematization in introductory physics.” 2014. Web. 15 Jan 2021.

Vancouver:

Brahmia, Suzanne M. 1. Mathematization in introductory physics. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2021 Jan 15]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45215/.

Council of Science Editors:

Brahmia, Suzanne M. 1. Mathematization in introductory physics. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45215/

Michigan State University

10. Obsniuk, Michael Jonathon. Identifying and defining the computational practices of introductory physics.

Degree: 2020, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:48398

►

Thesis Ph. D. Michigan State University. Physics 2020.

Computation is an important skill that is used in almost all modern scientific investigations. For this reason,… (more)

▼

Thesis Ph. D. Michigan State University. Physics 2020.

Computation is an important skill that is used in almost all modern scientific investigations. For this reason, the task of educating the population on the use of computation in engineering is of primary interest to many professionals – from industry to academia. Although there has been much prior research on computation in education broadly, prior research within the particular sub-discipline of introductory physics still has many unanswered questions that must be addressed. At the forefront of these unanswered questions, there is increasing interest in the various computational practices that students engage in and the types of thinking that accompany them. Accordingly, this thesis attempts to deepen the understanding of computation by identifying and defining the computational practices that are indicative of computational thinking that introductory physics students frequently engage in. First, we identified the common, less common, and unobserved computational practices in a novel physics classroom – Projects and Practices in Physics ({ P}. {3}) – by using a theoretical framework and two qualitative methodologies. Identifying the broad and sometimes vague computational practices defined by the theoretical framework was facilitated by both a task and a thematic analysis applied to in-class video data.Next, we defined those practices in concrete terms relative to the course from which data was collected. Each practice has a set of characteristics, and each characteristic has a set of qualities that can be defined in terms of the physical concepts that students must grapple with in this and related courses.Finally, we provide discussion on the possible lines of reasoning behind a given practice's frequency. Many of the learning goals that the course was designed around inevitably influenced the types of frequencies of the practices that we identified.Answering these types of questions is of importance to anyone interested in integrating computation into the undergraduate physics curriculum. A better understanding of the different computational practices that students engage in can only help to mitigate the many challenges associated with teaching computation. Accordingly, this thesis is meant to shed light on the computational practices that students frequently engage in while solving introductory physics and engineering problems.

Description based on online resource;

Advisors/Committee Members: Caballero, Marcos, Sawtelle, Vashti, Irving, Paul, Tessmer, Stuart, O'Shea, Brian, Stroupe, David.

Subjects/Keywords: Physics – Study and teaching; Physics – Data processing – Study and teaching; Mathematical physics – Data processing – Study and teaching; Physics; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Obsniuk, M. J. (2020). Identifying and defining the computational practices of introductory physics. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:48398

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Obsniuk, Michael Jonathon. “Identifying and defining the computational practices of introductory physics.” 2020. Thesis, Michigan State University. Accessed January 15, 2021. http://etd.lib.msu.edu/islandora/object/etd:48398.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Obsniuk, Michael Jonathon. “Identifying and defining the computational practices of introductory physics.” 2020. Web. 15 Jan 2021.

Vancouver:

Obsniuk MJ. Identifying and defining the computational practices of introductory physics. [Internet] [Thesis]. Michigan State University; 2020. [cited 2021 Jan 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:48398.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Obsniuk MJ. Identifying and defining the computational practices of introductory physics. [Thesis]. Michigan State University; 2020. Available from: http://etd.lib.msu.edu/islandora/object/etd:48398

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

11. Familton, Johannes C. Quaternions: A History of Complex Noncommutative Rotation Groups in Theoretical Physics.

Degree: 2015, Columbia University

URL: https://doi.org/10.7916/D8FB521P

► The purpose of this dissertation is to clarify the emergence of quaternions in order to make the history of quaternions less opaque to teachers and… (more)

Subjects/Keywords: Mathematics – Study and teaching; Physics – Study and teaching; Quaternions

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APA (6^th Edition):

Familton, J. C. (2015). Quaternions: A History of Complex Noncommutative Rotation Groups in Theoretical Physics. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8FB521P

Chicago Manual of Style (16^th Edition):

Familton, Johannes C. “Quaternions: A History of Complex Noncommutative Rotation Groups in Theoretical Physics.” 2015. Doctoral Dissertation, Columbia University. Accessed January 15, 2021. https://doi.org/10.7916/D8FB521P.

MLA Handbook (7^th Edition):

Familton, Johannes C. “Quaternions: A History of Complex Noncommutative Rotation Groups in Theoretical Physics.” 2015. Web. 15 Jan 2021.

Vancouver:

Familton JC. Quaternions: A History of Complex Noncommutative Rotation Groups in Theoretical Physics. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2021 Jan 15]. Available from: https://doi.org/10.7916/D8FB521P.

Council of Science Editors:

Familton JC. Quaternions: A History of Complex Noncommutative Rotation Groups in Theoretical Physics. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8FB521P

University of Zambia

12. Chiwala, Abednigo Field. An investigation of the nature, types and effects of some alternative conceptions held by grade 12 pupil in electrostatics in Lusaka Secondary Schools .

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/1987

► This study investigated the nature, types, trends, patterns, and effects of alternative conceptions held by grade 12 pupils in electrostatics in Lusaka secondary schools. The… (more)

▼ This study investigated the nature, types, trends, patterns, and effects of alternative conceptions held by grade 12 pupils in electrostatics in Lusaka secondary schools. The study was carried out in three schools in Lusaka; a boys',a girls', and a co-education school. Two groups of pupils in each school were chosen randomly, one to serve as a control and the other as a treatment group. Both groups were first given a pre-test on electrostatics, followed by a tuition period of three months tor the treatment group only. At the end of three months, a post test was given to both groups. The results of the study showed that alternative conceptions in electrostatics are of a certain type, nature, and pattern, and follow a certain trend. Some alternative conceptions were also found to be more persistent and prevalent than others. Uninstructed pupils were found to hold more serious alternative conceptions than Instructed ones, showing that instruction is important in the control of alternative conceptions. Curriculum materials and teachers were cited as not controlling alternative conceptions adequately. Hot much attention is paid to listening to pupils' ideas about natural phenomena and correcting these Ideas when and where they are at variance with the scientists' ideas. Teachers and textbooks alike usually ignore the conceptions that pupils come with to a learning situation, and this results in pupils having compartmentalised knowledge; the knowledge they come with from their environment, and the knowledge they learn at school. This usually results in a conflict situation, especially when the two forms of knowledge are at variance with each other and the and the end result of this process is the development of alternative conceptions about natural phenomena. It was recommended that teachers should spend more time trying to find out the conceptions their pupils have on each scientific concept before teaching them. This can result on meaningful learning situations for the pupils, in which alternative conceptions can be continuously mitigated against.

Subjects/Keywords: Electric Machines; Physics, Study and Teaching

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APA (6^th Edition):

Chiwala, A. F. (2012). An investigation of the nature, types and effects of some alternative conceptions held by grade 12 pupil in electrostatics in Lusaka Secondary Schools . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1987

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chiwala, Abednigo Field. “An investigation of the nature, types and effects of some alternative conceptions held by grade 12 pupil in electrostatics in Lusaka Secondary Schools .” 2012. Thesis, University of Zambia. Accessed January 15, 2021. http://hdl.handle.net/123456789/1987.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chiwala, Abednigo Field. “An investigation of the nature, types and effects of some alternative conceptions held by grade 12 pupil in electrostatics in Lusaka Secondary Schools .” 2012. Web. 15 Jan 2021.

Vancouver:

Chiwala AF. An investigation of the nature, types and effects of some alternative conceptions held by grade 12 pupil in electrostatics in Lusaka Secondary Schools . [Internet] [Thesis]. University of Zambia; 2012. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/123456789/1987.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chiwala AF. An investigation of the nature, types and effects of some alternative conceptions held by grade 12 pupil in electrostatics in Lusaka Secondary Schools . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1987

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

13. Laverty, James T. Expanding our understanding of students' use of graphs for learning physics.

Degree: 2013, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:902

►

Thesis Ph. D. Michigan State University. Physics 2013.

It is generally agreed that the ability to visualize functional dependencies or physical relationships as graphs is… (more)

▼

Thesis Ph. D. Michigan State University. Physics 2013.

It is generally agreed that the ability to visualize functional dependencies or physical relationships as graphs is an important step in modeling and learning. However, several studies in Physics Education Research (PER) have shown that many students in fact do not master this form of representation and even have misconceptions about the meaning of graphs that impede learning physics concepts. Working with graphs in classroom settings has been shown to improve student abilities with graphs, particularly when the students can interact with them.We introduce a novel problem type in an online homework system, which requires students to construct the graphs themselves in free form, and requires no hand-grading by instructors. A study of pre/post-test data using the Test of Understanding Graphs in Kinematics (TUG-K) over several semesters indicates that students learn significantly more from these graph construction problems than from the usual graph interpretation problems, and that graph interpretation alone may not have any significant effect.The interpretation of graphs, as well as the representation translation between textual, mathematical, and graphical representations of physics scenarios, are frequently listed among the higher order thinking skills we wish to convey in an undergraduate course. But to what degree do we succeed? Do students indeed employ higher order thinking skills when working through graphing exercises? We investigate students working through a variety of graph problems, and, using a think-aloud protocol, aim to reconstruct the cognitive processes that the students go through. We find that to a certain degree, these problems become commoditized and do not trigger the desired higher order thinking processes; simply translating ``textbook-like'' problems into the graphical realm will not achieve any additional educational goals. Whether the students have to interpret or construct a graph makes very little difference in the methods used by the students.We will also look at the results of using graph problems in an online learning environment. We will show evidence that construction problems lead to a higher degree of difficulty and degree of discrimination than other graph problems and discuss the influence the course has on these variables.

Description based on online resource; title from PDF t.p. (viewed on Dec. 13, 2013)

Advisors/Committee Members: Kortemeyer, Gerd, Westfall, Gary, Repko, Wayne, Senk, Sharon, Pratt, Scott.

Subjects/Keywords: Physics – Graphic methods; Physics – Study and teaching (Higher); Physics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Laverty, J. T. (2013). Expanding our understanding of students' use of graphs for learning physics. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:902

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Laverty, James T. “Expanding our understanding of students' use of graphs for learning physics.” 2013. Thesis, Michigan State University. Accessed January 15, 2021. http://etd.lib.msu.edu/islandora/object/etd:902.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Laverty, James T. “Expanding our understanding of students' use of graphs for learning physics.” 2013. Web. 15 Jan 2021.

Vancouver:

Laverty JT. Expanding our understanding of students' use of graphs for learning physics. [Internet] [Thesis]. Michigan State University; 2013. [cited 2021 Jan 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:902.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Laverty JT. Expanding our understanding of students' use of graphs for learning physics. [Thesis]. Michigan State University; 2013. Available from: http://etd.lib.msu.edu/islandora/object/etd:902

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Alfaifi, Kadia Mohammad. Using board games to teach physics.

Degree: Education, 2013, Eastern Washington University

URL: https://dc.ewu.edu/theses/169

► "This was an exploratory study that examined how board games affect students' motivation and learning of content about science (Physics). Quasi-Experiment research was used… (more)

Subjects/Keywords: Physics – Study and teaching (Higher); Physics – Study and teaching – Games; Educational games; Board games; Education

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APA (6^th Edition):

Alfaifi, K. M. (2013). Using board games to teach physics. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alfaifi, Kadia Mohammad. “Using board games to teach physics.” 2013. Thesis, Eastern Washington University. Accessed January 15, 2021. https://dc.ewu.edu/theses/169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alfaifi, Kadia Mohammad. “Using board games to teach physics.” 2013. Web. 15 Jan 2021.

Vancouver:

Alfaifi KM. Using board games to teach physics. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2021 Jan 15]. Available from: https://dc.ewu.edu/theses/169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alfaifi KM. Using board games to teach physics. [Thesis]. Eastern Washington University; 2013. Available from: https://dc.ewu.edu/theses/169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Namibia

15. Nakanyala, JM. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .

Degree: 2015, University of Namibia

URL: http://hdl.handle.net/11070/1668

► This study investigated the factors affecting the effective teaching of Physical Science in the Oshana Educational Region. The objectives of the study were: (a) to… (more)

▼ This study investigated the factors affecting the effective teaching of Physical Science in the Oshana Educational Region. The objectives of the study were: (a) to determine the views of teachers, school principals and the advisory teacher on the factors affecting the effective teaching of Grade 12 Physical Science; (b) to find out to what extent Grade 12 Physical Science teachers use effective teaching methods in their teaching; (c) to suggest strategies which can be implemented to improve the teaching of Physical Science. The study employed a mixed methods approach to generate both quantitative and qualitative data in two main sequential phases and lesson observations were meant to help augment data from the two phases. In the first phase, quantitative data was collected by means of closed-ended questionnaires from 14 Grade 12 Physical Science teachers, eight school principals in the selected secondary schools and the advisory teacher in the Oshana Educational Region. The data from the first phase were then analysed and used to formulate questions for phase two, the semi-structured interviews which helped to give more information on the statistical data from phase one. Five of the 14 Grade 12 Physical Science teachers, plus the advisory teacher, participated in the interviews. Lesson observations were also conducted as a way to collate and corroborate data from the two phases as well to triangulate data. Five teachers who participated in the interviews were also observed teaching Grade 12 Physical Science. Descriptive statistics were used to analyse the quantitative data, while the content analysis method was used to analyse the qualitative data. The study revealed that the Grade 12 Physical Science teachers who participated in this study used the lecture method more often in their teaching. It also found that teachers rarely used teaching methods such as group work, problem-based learning, and practical work in teaching the Grade 12 Physical Science to learners. In addition, the study discovered that there were numerous factors preventing the teachers from using the aforementioned teaching methods in their teaching process, such as overcrowded classrooms; lack of resources; learners‟ attitudes toward learning Physical Science; time allocated to Physical Science lessons; learners‟ poor backgrounds in Physical Science; and learners‟ poor English proficiency. Finally, the results from the interviews revealed the strategies that might be implemented to improve the teaching of the Grade 12 Physical Science. In the light of the above findings, the study recommends that the advisory teacher visit schools more often to ensure that all the Grade 12 Physical Science teachers in the region are using effective teaching methods in their teaching of the Grade 12 Physical Science Ordinary Level lessons. The study recommends that the teachers improvise for the unavailable laboratory materials by using alternative materials from the environment, as well as recyclable materials during practical work in their teaching.

Subjects/Keywords: Teaching ; Physical science ; Oshana region ; Physics, Study and teaching (Secondary) ; Effective teaching ; High school teaching

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APA (6^th Edition):

Nakanyala, J. (2015). Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1668

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nakanyala, JM. “Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .” 2015. Thesis, University of Namibia. Accessed January 15, 2021. http://hdl.handle.net/11070/1668.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nakanyala, JM. “Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .” 2015. Web. 15 Jan 2021.

Vancouver:

Nakanyala J. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . [Internet] [Thesis]. University of Namibia; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/11070/1668.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nakanyala J. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . [Thesis]. University of Namibia; 2015. Available from: http://hdl.handle.net/11070/1668

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

16. Roth, Jennifer A. (Jennifer Albretsen). Small group discussions in large lecture : connections between teacher facilitation and student participation.

Degree: MS, Physics, 2010, Oregon State University

URL: http://hdl.handle.net/1957/19595

► An investigation was made to determine teacher facilitation techniques in large lecture physics classrooms that foster small group discussion. Video recordings of an introductory calculus-based… (more)

Subjects/Keywords: physics education research; Physics – Study and teaching (Higher) – Oregon – Corvallis

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APA (6^th Edition):

Roth, J. A. (. A. (2010). Small group discussions in large lecture : connections between teacher facilitation and student participation. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/19595

Chicago Manual of Style (16^th Edition):

Roth, Jennifer A (Jennifer Albretsen). “Small group discussions in large lecture : connections between teacher facilitation and student participation.” 2010. Masters Thesis, Oregon State University. Accessed January 15, 2021. http://hdl.handle.net/1957/19595.

MLA Handbook (7^th Edition):

Roth, Jennifer A (Jennifer Albretsen). “Small group discussions in large lecture : connections between teacher facilitation and student participation.” 2010. Web. 15 Jan 2021.

Vancouver:

Roth JA(A. Small group discussions in large lecture : connections between teacher facilitation and student participation. [Internet] [Masters thesis]. Oregon State University; 2010. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1957/19595.

Council of Science Editors:

Roth JA(A. Small group discussions in large lecture : connections between teacher facilitation and student participation. [Masters Thesis]. Oregon State University; 2010. Available from: http://hdl.handle.net/1957/19595

University of Maine

17. Harrer, Benedikt Walter. Identifying Productive Resources in Secondary School Students' Discourse About Energy.

Degree: PhD, Physics, 2013, University of Maine

URL: https://digitalcommons.library.umaine.edu/etd/2065

► A growing program of research in science education acknowledges the beginnings of disciplinary reasoning in students’ ideas and seeks to inform instruction that responds… (more)

▼ A growing program of research in science education acknowledges the beginnings of disciplinary reasoning in students’ ideas and seeks to inform instruction that responds productively to these disciplinary progenitors in the moment to foster their development into sophisticated scientific practice. This dissertation examines secondary school students’ ideas about energy for progenitors of disciplinary knowledge and practice. Previously, researchers argued that students’ ideas about energy were constrained by stable and coherent conceptual structures that conflicted with an assumed unified scientific conception and therefore needed to be replaced. These researchers did not attend to the productive elements in students’ ideas about energy. To analyze the disciplinary substance in students’ ideas, a theoretical perspective was developed that extends Hammer and colleagues’ resources framework. This elaboration allows for the identification of disciplinary productive resources—i.e., appropriately activated declarative and procedural pieces of knowledge—in individual students’ utterances as well as in the interactions of multiple learners engaged in group learning activities. Using this framework, original interview transcripts from one of the most influential studies of students’ ideas about energy (Watts, 1983. Some alternative views of energy. Physics Education, 18/5, 213-217) were analyzed. Disciplinary productive resources regarding the ontology of energy, indicators for energy, and mechanistic reasoning about energy were found to be activated by interviewed students. These valuable aspects were not recognized by the original author. An interpretive analysis of video recorded student-centered discourse in rural Maine middle schools was carried out to find cases of resource activation in classroom discussions. Several cases of disciplinary productive resources regarding the nature of energy and its forms as well as the construction of a mechanistic energy story were identified and richly described. Like energy, resources are manifested in various ways. The results of this study imply the necessity of appropriate disciplinary training for teachers that enables them to recognize and productively respond to disciplinary progenitors of the energy concept in students’ ideas. Advisors/Committee Members: Michael C. Wittmann, Rachel E. Scherr, John R. Thompson.

Subjects/Keywords: Physics; Study and teaching (Secondary); Evaluation; Physics; Science and Mathematics Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harrer, B. W. (2013). Identifying Productive Resources in Secondary School Students' Discourse About Energy. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/2065

Chicago Manual of Style (16^th Edition):

Harrer, Benedikt Walter. “Identifying Productive Resources in Secondary School Students' Discourse About Energy.” 2013. Doctoral Dissertation, University of Maine. Accessed January 15, 2021. https://digitalcommons.library.umaine.edu/etd/2065.

MLA Handbook (7^th Edition):

Harrer, Benedikt Walter. “Identifying Productive Resources in Secondary School Students' Discourse About Energy.” 2013. Web. 15 Jan 2021.

Vancouver:

Harrer BW. Identifying Productive Resources in Secondary School Students' Discourse About Energy. [Internet] [Doctoral dissertation]. University of Maine; 2013. [cited 2021 Jan 15]. Available from: https://digitalcommons.library.umaine.edu/etd/2065.

Council of Science Editors:

Harrer BW. Identifying Productive Resources in Secondary School Students' Discourse About Energy. [Doctoral Dissertation]. University of Maine; 2013. Available from: https://digitalcommons.library.umaine.edu/etd/2065

18. Paulins, Paulis. Paaugstinātas grūtības eksperimentālie un demonstrējumu pētnieciskie uzdevumi vidusskolēniem .

Degree: 2013, University of Latvia

URL: https://dspace.lu.lv/dspace/handle/7/5171

► Promocijas darbā apkopoti 12 gados (2001. - 2012.) skolēnu Valsts fizikas olimpiādes 3. posmam (valsts līmenis) izveidotie eksperimentāli veicamie uzdevumi un eksperimentu demonstrējumu uzdevumi 9.,… (more)

Subjects/Keywords: Fizika; Fizika (Mācīšana un mācīšanās); Physics didactics; Physics - Study and teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Paulins, P. (2013). Paaugstinātas grūtības eksperimentālie un demonstrējumu pētnieciskie uzdevumi vidusskolēniem . (Thesis). University of Latvia. Retrieved from https://dspace.lu.lv/dspace/handle/7/5171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Paulins, Paulis. “Paaugstinātas grūtības eksperimentālie un demonstrējumu pētnieciskie uzdevumi vidusskolēniem .” 2013. Thesis, University of Latvia. Accessed January 15, 2021. https://dspace.lu.lv/dspace/handle/7/5171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Paulins, Paulis. “Paaugstinātas grūtības eksperimentālie un demonstrējumu pētnieciskie uzdevumi vidusskolēniem .” 2013. Web. 15 Jan 2021.

Vancouver:

Paulins P. Paaugstinātas grūtības eksperimentālie un demonstrējumu pētnieciskie uzdevumi vidusskolēniem . [Internet] [Thesis]. University of Latvia; 2013. [cited 2021 Jan 15]. Available from: https://dspace.lu.lv/dspace/handle/7/5171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Paulins P. Paaugstinātas grūtības eksperimentālie un demonstrējumu pētnieciskie uzdevumi vidusskolēniem . [Thesis]. University of Latvia; 2013. Available from: https://dspace.lu.lv/dspace/handle/7/5171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

19. Piggott, David. Supporting the learning of Newton's laws with graphical data.

Degree: 2013, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:1946

►

Thesis M.S. Michigan State University 2013.

ABSTRACTSUPPORTING THE LEARNING OF NEWTON'S LAWS WITH GRAPHICAL DATAByDavid PiggottTeaching physics provides the opportunity for a very unique interaction… (more)

Subjects/Keywords: Physics – Study and teaching (Secondary); Visual learning; Science education; Newtonian physics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Piggott, D. (2013). Supporting the learning of Newton's laws with graphical data. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:1946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Piggott, David. “Supporting the learning of Newton's laws with graphical data.” 2013. Thesis, Michigan State University. Accessed January 15, 2021. http://etd.lib.msu.edu/islandora/object/etd:1946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Piggott, David. “Supporting the learning of Newton's laws with graphical data.” 2013. Web. 15 Jan 2021.

Vancouver:

Piggott D. Supporting the learning of Newton's laws with graphical data. [Internet] [Thesis]. Michigan State University; 2013. [cited 2021 Jan 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:1946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Piggott D. Supporting the learning of Newton's laws with graphical data. [Thesis]. Michigan State University; 2013. Available from: http://etd.lib.msu.edu/islandora/object/etd:1946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

20. Biswas, Samir Chandra. Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms.

Degree: 2020, Columbia University

URL: https://doi.org/10.7916/d8-ek5g-a729

► This study explored if there are differing beliefs and attitudes regarding working with students of multicultural backgrounds based on the content area specialties (i.e. biology,… (more)

Subjects/Keywords: Science – Study and teaching; Multicultural education; Education, Secondary; Physics teachers; Biology teachers; Physics – Study and teaching (Secondary); Chemistry – Study and teaching (Secondary); Earth sciences – Study and teaching (Secondary)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Biswas, S. C. (2020). Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-ek5g-a729

Chicago Manual of Style (16^th Edition):

Biswas, Samir Chandra. “Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms.” 2020. Doctoral Dissertation, Columbia University. Accessed January 15, 2021. https://doi.org/10.7916/d8-ek5g-a729.

MLA Handbook (7^th Edition):

Biswas, Samir Chandra. “Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms.” 2020. Web. 15 Jan 2021.

Vancouver:

Biswas SC. Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Jan 15]. Available from: https://doi.org/10.7916/d8-ek5g-a729.

Council of Science Editors:

Biswas SC. Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-ek5g-a729

University of Delaware

21. LaFazia, David Gregory. Reframing conceptual physics: Improving relevance to elementary education and sonography majors.

Degree: D.Ed., University of Delaware, School of Education, 2016, University of Delaware

URL: http://udspace.udel.edu/handle/19716/19979

► This study outlines the steps taken to reframe the Waves and Periodicity unit within a conceptual physics course. Beyond this unit reframing process, this paper… (more)

▼ This study outlines the steps taken to reframe the Waves and Periodicity unit within a conceptual physics course. Beyond this unit reframing process, this paper explores the activities that made up the reframed unit and how each was developed and revised. The unit was reframed to improve relevance of the activities to the Elementary Education and Diagnostic Medical Sonography majors who make up the bulk of the course roster. The unit was reframed around ten design principles that were built on best practices from the literature, survey responses, and focused interviews. These principles support the selection of a biology-integrated themed approach to teaching physics. This is done through active and highly kinesthetic learning across three realms of human experience: physical, social, and cognitive. The unit materials were designed around making connections to students’ future careers while requiring students to take progressively more responsibility in activities and assessments. Several support strategies are employed across these activities and assessments, including an energy-first, guided-inquiry approach to concept scaffolding and accommodations for diverse learners. Survey responses were solicited from physics instructors experienced with this population, Elementary Education and Sonography program advisors, and curriculum design, learning strategies, and educational technology experts. The reframed unit was reviewed by doctoral-level science education experts and revised to further improve the depth and transparency with which the design principles reframe the unit activities. The reframed unit contains a full unit plan, lesson plans, and full unit materials. These include classroom and online activities, assessments, and templates for future unit and lesson planning. Additional supplemental materials are provided to support Elementary Education and Sonography students and program advisors and also further promote the reframed unit materials and design principles. The unit is designed to be educative in nature and serves as a model for the reframing of other units. A number of the design principles are highly transdisciplinary in nature and may be applied for reframing instructional units outside of the physics and science disciplines. Advisors/Committee Members: Dagher, Zoubeida R..

Subjects/Keywords: Delaware Technical and Community College.; Physics – Study and teaching.; Cycles – Study and teaching.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

LaFazia, D. G. (2016). Reframing conceptual physics: Improving relevance to elementary education and sonography majors. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/19979

Chicago Manual of Style (16^th Edition):

LaFazia, David Gregory. “Reframing conceptual physics: Improving relevance to elementary education and sonography majors.” 2016. Doctoral Dissertation, University of Delaware. Accessed January 15, 2021. http://udspace.udel.edu/handle/19716/19979.

MLA Handbook (7^th Edition):

LaFazia, David Gregory. “Reframing conceptual physics: Improving relevance to elementary education and sonography majors.” 2016. Web. 15 Jan 2021.

Vancouver:

LaFazia DG. Reframing conceptual physics: Improving relevance to elementary education and sonography majors. [Internet] [Doctoral dissertation]. University of Delaware; 2016. [cited 2021 Jan 15]. Available from: http://udspace.udel.edu/handle/19716/19979.

Council of Science Editors:

LaFazia DG. Reframing conceptual physics: Improving relevance to elementary education and sonography majors. [Doctoral Dissertation]. University of Delaware; 2016. Available from: http://udspace.udel.edu/handle/19716/19979

22. Fábio Ramos da Silva. Análise das crenças de eficácia de professores de física do ensino médio.

Degree: 2007, Universidade Estadual de Londrina

URL: http://www.bibliotecadigital.uel.br/document/?code=vtls000127899

►

The purpose of this study is to analyze the beliefs of efficacy of Physics teachers in High School. Therefore the elaboration of an instrument of… (more)

▼

The purpose of this study is to analyze the beliefs of efficacy of Physics teachers in High School. Therefore the elaboration of an instrument of collection of data, a questionnaire of the Likert type was necessary. Our sample consisted of a number of one hundred and Thirty six subjects. We use the cognitive social theory of Albert Bandura as theoretical grounds. The collected data was submitted to the application of statistical tests, as Kruskal-Wallis test, correlation tests and factorial analysis with the aim of studying the validity of the used instrument and analyzing the teacher?s efficacy beliefs, establishing associations between the items of the questionnaire and the presented constructos and some independent variables. As results we can highlight: the indications of validity of the instrument, the correspondence with others important works, the factors which affected these beliefs in the context of the education of Physics in High School and the association of motivational factors with teacher formation.

Esse trabalho tem como objetivo analisar as Crenças de Eficácia de Professores de Física do nível médio. Para isso, foi necessário a elaboração de um instrumento de coleta de dados, um questionário do tipo Likert. A nossa amostra consistiu num número de cento e trinta e seis sujeitos. Utilizamos a Teoria Social Cognitiva de Albert Bandura como fundamentação teórica. Os dados coletados foram submetidos à aplicação de alguns testes estatísticos, como testes de correlação, teste Kruskal- Wallis e análise fatorial exploratória com o objetivo de estudar a validade do instrumento utilizado e analisar as Crenças de Eficácia dos Professores, estabelecendo associações entre os itens do questionário e entre os constructos apresentados e algumas variáveis independentes. Como resultados destacamos: os indícios de validade do instrumento de coleta de dados, a correspondência com resultados de importantes pesquisas, os fatores influenciadores dessas crenças no contexto do ensino de Física no ensino médio e a associação de fatores motivacionais com a formação do professor de Física.

Advisors/Committee Members: Marcelo Alves Barros ., Carlos Eduardo Luburú, Dirceu da Silva.

Subjects/Keywords: Física - Estudo e ensino; Física - Eficácia no ensino; Physics - Study and teaching; Physics - Effective teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Silva, F. R. d. (2007). Análise das crenças de eficácia de professores de física do ensino médio. (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000127899

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Silva, Fábio Ramos da. “Análise das crenças de eficácia de professores de física do ensino médio.” 2007. Thesis, Universidade Estadual de Londrina. Accessed January 15, 2021. http://www.bibliotecadigital.uel.br/document/?code=vtls000127899.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Silva, Fábio Ramos da. “Análise das crenças de eficácia de professores de física do ensino médio.” 2007. Web. 15 Jan 2021.

Vancouver:

Silva FRd. Análise das crenças de eficácia de professores de física do ensino médio. [Internet] [Thesis]. Universidade Estadual de Londrina; 2007. [cited 2021 Jan 15]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000127899.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silva FRd. Análise das crenças de eficácia de professores de física do ensino médio. [Thesis]. Universidade Estadual de Londrina; 2007. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000127899

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas State University – San Marcos

23. Scanlon, Erin M. Introductory Physics Students' Physics and Mathematics Epistemologies.

Degree: PhD, Developmental Education, 2017, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/6752

► The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible… (more)

▼ The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible source of their difficulties is related to their epistemology. In order to investigate students’ epistemologies about mathematics and physics, students were observed solving physics problems in groups during a laboratory course (study 1) and while solving physics and mathematics problems individually during office-hour sessions (study 2). The Epistemological Resources theoretical framework was employed (Hammer & Elby, 2002). Using emergent and a priori epistemological resource operationalizations (Jones, 2015), 25 distinct epistemological resources were identified in study 1. Differences in physics epistemological resource usage between students of varying academic background (as measured by their number of previously completed mathematics and science classes were identified. By employing an external (Jones, 2015) and internal (Scanlon, 2016) a priori epistemological resource coding scheme, a total of 17 distinct epistemological resources were identified in study 2. The data were sampled to compare the mathematics and physics epistemological resource usage of participants with consistent and inconsistent sign usage in an energy conservation physics problem in order to provide a meaningful context for discussion. Participants of the same sign usage group employed epistemological resources similarly. Conversely, participants in different groups had significantly different physics epistemological resource usage patterns. Finally, student epistemological resource usage patterns from the first two studies were compared to course outcomes in order to determine implications for practice (study 3). Educators must be aware of and address the epistemological underpinnings of students’ difficulties in introductory physics courses. Advisors/Committee Members: Patrick Holschuh, Jodi (advisor), Acee, Taylor (committee member), Close, Eleanor (committee member), Summers, Emily (committee member).

Subjects/Keywords: Epistemology; Physics Education Research; Physics – Study and teaching; Physics – Philosophy; Knowledge, Theory of

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Scanlon, E. M. (2017). Introductory Physics Students' Physics and Mathematics Epistemologies. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6752

Chicago Manual of Style (16^th Edition):

Scanlon, Erin M. “Introductory Physics Students' Physics and Mathematics Epistemologies.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed January 15, 2021. https://digital.library.txstate.edu/handle/10877/6752.

MLA Handbook (7^th Edition):

Scanlon, Erin M. “Introductory Physics Students' Physics and Mathematics Epistemologies.” 2017. Web. 15 Jan 2021.

Vancouver:

Scanlon EM. Introductory Physics Students' Physics and Mathematics Epistemologies. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2021 Jan 15]. Available from: https://digital.library.txstate.edu/handle/10877/6752.

Council of Science Editors:

Scanlon EM. Introductory Physics Students' Physics and Mathematics Epistemologies. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6752

Columbia University

24. Chantes, Pantiphar. The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts.

Degree: 2017, Columbia University

URL: https://doi.org/10.7916/D8030415

► Many scientific domains deal with abstract and multidimensional phenomena, and students often struggle to comprehend theoretical and complex abstractions and apply scientific concepts to real… (more)

▼ Many scientific domains deal with abstract and multidimensional phenomena, and students often struggle to comprehend theoretical and complex abstractions and apply scientific concepts to real life contexts (Anderson & Barnett, 2013). One of these scientific domains that impose theoretical and complex abstractions is physics. The way that physics has traditionally been taught in school is through learning mathematical formulas and equations (Price, 2008). Many researchers proposed several ways to teach physics effectively. There are several virtual reality applications and computer games that were designed and utilized in the area of science education. In the case of physics education, many studies yielded positive results when using computer games to teach abstract concepts to students (Maxmen, 2010; Price, 2008; Squire et al., 2004). Furthermore, both physical and virtual manipulative tools were shown to be effective and essential in physics learning. This study examined the effects of manipulation of virtual objects in a game-like environment when supplemented with a descriptive or a narrative lesson in the context of physics concepts related to force, distance, and conservation of energy. In particular, the study examined learners’ performance on a test of physics knowledge related to the study when encountered with two factors that influence learning: lesson type and type of manipulation. The study drew on the research done on using virtual manipulatives in education and theoretical support from constructivist theories of learning implying that learners form their own knowledge through meaningful interactions with the world, and that prior knowledge greatly influences the construction of new knowledge in individual learners (Barbour et al., 2009; Bruner, 1966). From the study’s results, it seems that providing a textual pre-lesson is important for low-prior knowledge learners when it comes to learning physics concepts. Moreover, having engaged in a manipulation task also contributed to participants’ learning gain (in both low-prior knowledge and high-prior knowledge groups) as measured by the post-assessments used in this study. Moreover, the results from this study help inform educational game designers who incorporate manipulatives about the role of providing pre-lessons that tie to concepts targeted by the manipulation activity, and how different kinds of manipulation in a game-like environment affect learning outcomes. The findings suggest that the role of these two factors combined requires further research.

Subjects/Keywords: Instructional systems – Design; Physics – Study and teaching; Physics – Study and teaching – Computer programs; Educational games – Computer-assisted instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chantes, P. (2017). The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8030415

Chicago Manual of Style (16^th Edition):

Chantes, Pantiphar. “The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts.” 2017. Doctoral Dissertation, Columbia University. Accessed January 15, 2021. https://doi.org/10.7916/D8030415.

MLA Handbook (7^th Edition):

Chantes, Pantiphar. “The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts.” 2017. Web. 15 Jan 2021.

Vancouver:

Chantes P. The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Jan 15]. Available from: https://doi.org/10.7916/D8030415.

Council of Science Editors:

Chantes P. The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8030415

Rhodes University

25. Cobbing, Kathleen Margaret. A study of why some physic concepts in the South African Physical Science curriculum are poorly understood in order to develop a targeted action-research intervention for Newton’s second law.

Degree: Faculty of Science, Physics and Electronics, 2020, Rhodes University

URL: http://hdl.handle.net/10962/146903

► Globally, many students show a poor understanding of concepts in high school physics and lack the necessary problem-solving skills that the course demands. The application… (more)

Subjects/Keywords: Physics – Study and teaching (Secondary) – South Africa; Physics – Examinations, questions, etc. – South Africa; Motion – Study and teaching (Secondary) – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cobbing, K. M. (2020). A study of why some physic concepts in the South African Physical Science curriculum are poorly understood in order to develop a targeted action-research intervention for Newton’s second law. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/146903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cobbing, Kathleen Margaret. “A study of why some physic concepts in the South African Physical Science curriculum are poorly understood in order to develop a targeted action-research intervention for Newton’s second law.” 2020. Thesis, Rhodes University. Accessed January 15, 2021. http://hdl.handle.net/10962/146903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cobbing, Kathleen Margaret. “A study of why some physic concepts in the South African Physical Science curriculum are poorly understood in order to develop a targeted action-research intervention for Newton’s second law.” 2020. Web. 15 Jan 2021.

Vancouver:

Cobbing KM. A study of why some physic concepts in the South African Physical Science curriculum are poorly understood in order to develop a targeted action-research intervention for Newton’s second law. [Internet] [Thesis]. Rhodes University; 2020. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10962/146903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cobbing KM. A study of why some physic concepts in the South African Physical Science curriculum are poorly understood in order to develop a targeted action-research intervention for Newton’s second law. [Thesis]. Rhodes University; 2020. Available from: http://hdl.handle.net/10962/146903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

26. Tasior, Bryan. Teaching physics using project-based engineering curriculum with a theme of alternative energy.

Degree: 2015, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:3284

►

Thesis M.S. Michigan State University. Physical Science - Interdepartmental 2015

The Next Generation Science Standards (NGSS) provide a new set of science standards that, if… (more)

Subjects/Keywords: Project method in teaching – Michigan – East Lansing; Renewable energy sources – Study and teaching – Michigan – East Lansing; Engineering – Study and teaching – Michigan – East Lansing; Physics – Study and teaching – Michigan – East Lansing; Engineering – Study and teaching; Physics – Study and teaching; Project method in teaching; Renewable energy sources – Study and teaching; Teacher education; Physics; Alternative energy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tasior, B. (2015). Teaching physics using project-based engineering curriculum with a theme of alternative energy. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tasior, Bryan. “Teaching physics using project-based engineering curriculum with a theme of alternative energy.” 2015. Thesis, Michigan State University. Accessed January 15, 2021. http://etd.lib.msu.edu/islandora/object/etd:3284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tasior, Bryan. “Teaching physics using project-based engineering curriculum with a theme of alternative energy.” 2015. Web. 15 Jan 2021.

Vancouver:

Tasior B. Teaching physics using project-based engineering curriculum with a theme of alternative energy. [Internet] [Thesis]. Michigan State University; 2015. [cited 2021 Jan 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tasior B. Teaching physics using project-based engineering curriculum with a theme of alternative energy. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

27. Kaulu, Goodwell. Physics student Teachers' conceptions and performance in basic electronics at the University of Zambia .

Degree: 2015, University of Zambia

URL: http://hdl.handle.net/123456789/4217

► This study investigated the conceptions and performance of student teachers of physics in basic electronics. The objectives were to: determine the misconceptions student teachers of… (more)

▼ This study investigated the conceptions and performance of student teachers of physics in basic electronics. The objectives were to: determine the misconceptions student teachers of physics have about basic electronics as they finish their teacher training programme, determine the correlation between these misconceptions and performance of physics student teachers in basic electronics content, establish ways in which misconceptions affect physics student teachers’ teaching of basic electronics in senior secondary schools and investigate the effect of the ‘BE’ Education resource on physics student teachers’ misconceptions and performance in basic electronics when used as a supplement to traditional instruction. A mixed-methods approach was employed to investigate the issues involved. Consequently, the concurrent nested strategy was used to mix qualitative and quantitative methods, with the latter methods being dominant and thus guiding the study. The basic correlation research design and the true experimental design of the type pre-test-post-test control group were used for data collection. Data were captured using: a questionnaire, test on basic electronics, observation schedule and a likert scale. Quantitative data were analysed using descriptive and inferential statistics while qualitative data were analysed using the constant comparative method. The study revealed several misconceptions held by student teachers of physics in basic electronics, the common ones being that: Cathode rays are electromagnetic waves that travel at the speed of light (38%), Half Wave Rectification results in an output which is partly DC and partly AC (38%) and that a Capacitor discharges completely when it is disconnected from a circuit (33%). Secondly, the study revealed, a correlation of - 0.8 (significant at 0.01, df = 58, 2-tailed) between physics student teachers’ misconceptions and their performance in basic electronics content. Thirdly, the study revealed that misconceptions negatively affected teaching by physics student teachers in terms of: formulation of lesson objectives, lesson introduction, lesson development, use of resources, use of questioning technique and other teaching strategies, attention to individual needs, summarizing of the work done, evaluation of the work done and giving of class notes. Lastly, the study revealed that the ‘BE’ Education resource (with the learner centred teaching approach imbedded in it), minimised the misconceptions held by student teachers of physics and simultaneously enhanced their academic performance on basic electronics. The findings implied that pedagogical strategies used by physics educators should help identify and minimise learner misconceptions in order to help steer the student teachers in a direction that will lead to academic growth. From the results it was concluded that student teachers of physics in Zambia have several misconceptions about basic electronics which affect their ability to demonstrate high level understanding of this section of physics and to teach basic…

Subjects/Keywords: Physics-Study and Teaching; Academic performance(science)-University of Zambia-Zambia

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APA (6^th Edition):

Kaulu, G. (2015). Physics student Teachers' conceptions and performance in basic electronics at the University of Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/4217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kaulu, Goodwell. “Physics student Teachers' conceptions and performance in basic electronics at the University of Zambia .” 2015. Thesis, University of Zambia. Accessed January 15, 2021. http://hdl.handle.net/123456789/4217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kaulu, Goodwell. “Physics student Teachers' conceptions and performance in basic electronics at the University of Zambia .” 2015. Web. 15 Jan 2021.

Vancouver:

Kaulu G. Physics student Teachers' conceptions and performance in basic electronics at the University of Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/123456789/4217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaulu G. Physics student Teachers' conceptions and performance in basic electronics at the University of Zambia . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/4217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Bittinger, Daniel L. The effects of response cards on 11th grade physics achievement and off-task behaviors.

Degree: 2015, SUNY College at Fredonia

URL: http://hdl.handle.net/1951/65762

► This study investigated how the use of response cards in an 11th grade Physics classroom impacted both students’ academic performance and off-task behaviors. This experimental… (more)

Subjects/Keywords: Academic achievement – Testing.; Physics – Study and teaching (Secondary).; Behavioral assessment.

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bittinger, D. L. (2015). The effects of response cards on 11th grade physics achievement and off-task behaviors. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65762

Chicago Manual of Style (16^th Edition):

Bittinger, Daniel L. “The effects of response cards on 11th grade physics achievement and off-task behaviors. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed January 15, 2021. http://hdl.handle.net/1951/65762.

MLA Handbook (7^th Edition):

Bittinger, Daniel L. “The effects of response cards on 11th grade physics achievement and off-task behaviors. ” 2015. Web. 15 Jan 2021.

Vancouver:

Bittinger DL. The effects of response cards on 11th grade physics achievement and off-task behaviors. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1951/65762.

Council of Science Editors:

Bittinger DL. The effects of response cards on 11th grade physics achievement and off-task behaviors. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65762

Oregon State University

29. Petit, Cecil Earle. A unit on atomic energy for inclusion in existing high school courses.

Degree: Ed. M., Education, 1948, Oregon State University

URL: http://hdl.handle.net/1957/53439

Subjects/Keywords: Nuclear physics – Study and teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Petit, C. E. (1948). A unit on atomic energy for inclusion in existing high school courses. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/53439

Chicago Manual of Style (16^th Edition):

Petit, Cecil Earle. “A unit on atomic energy for inclusion in existing high school courses.” 1948. Masters Thesis, Oregon State University. Accessed January 15, 2021. http://hdl.handle.net/1957/53439.

MLA Handbook (7^th Edition):

Petit, Cecil Earle. “A unit on atomic energy for inclusion in existing high school courses.” 1948. Web. 15 Jan 2021.

Vancouver:

Petit CE. A unit on atomic energy for inclusion in existing high school courses. [Internet] [Masters thesis]. Oregon State University; 1948. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1957/53439.

Council of Science Editors:

Petit CE. A unit on atomic energy for inclusion in existing high school courses. [Masters Thesis]. Oregon State University; 1948. Available from: http://hdl.handle.net/1957/53439

Oregon State University

30. Grassell, Edward Milton. An evaluation of educational films in the teaching of high school physics in Oregon.

Degree: EdD, Education, 1960, Oregon State University

URL: http://hdl.handle.net/1957/51249

Subjects/Keywords: Physics – Study and teaching (Secondary)

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Grassell, E. M. (1960). An evaluation of educational films in the teaching of high school physics in Oregon. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/51249

Chicago Manual of Style (16^th Edition):

Grassell, Edward Milton. “An evaluation of educational films in the teaching of high school physics in Oregon.” 1960. Doctoral Dissertation, Oregon State University. Accessed January 15, 2021. http://hdl.handle.net/1957/51249.

MLA Handbook (7^th Edition):

Grassell, Edward Milton. “An evaluation of educational films in the teaching of high school physics in Oregon.” 1960. Web. 15 Jan 2021.

Vancouver:

Grassell EM. An evaluation of educational films in the teaching of high school physics in Oregon. [Internet] [Doctoral dissertation]. Oregon State University; 1960. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1957/51249.

Council of Science Editors:

Grassell EM. An evaluation of educational films in the teaching of high school physics in Oregon. [Doctoral Dissertation]. Oregon State University; 1960. Available from: http://hdl.handle.net/1957/51249

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