Vodcast embedded with physics education technology simulation in learning projectile motion (original) (raw)
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Effectiveness of Validated Teaching-Learning Package in Projectile Motion for Grade 9 Science
Journal of Science and Science Education, 2020
This study tested the validity and effectiveness of the developed Teaching- Learning Package in Projectile Motion for Grade 9 Science. A Teacher's Guide, a Learner's Module, and a Computer- Aided Instructional (CAI) tool comprised the package. The CAI tool composed of interactive simulations was developed using Adobe Flash Professional CC 2015 software and Small Basic and utilized the Microsoft PowerPoint 2016 as the overall platform. Research and Development design was employed in the study. The assessment of the package was done in five categories: (1) objectives, (2) contents of the Teacher's Guide and Learner's Module; (3) content quality, (4) instructional quality, and (5) technical quality of CAI tool by the five Physics and two ICT teachers. General average ratings of 3.58 and 4.41 were obtained from the assessment of the modules and CAI tool, respectively. Thus, teaching materials possess very good qualities. It is observed that the improvement of s...
ABSTRACT This study investigated the effect of Physics Education Technology (PhET) Simulation as a teaching method in improving the proficiency level of Grade 10 students in Physics. The subjects of the study were the sixty (60) randomly selected Grade 10 students of the General Santos City Sped Integrated School, which were classified into two groups: the experimental group and the control group. The study employed the quasi-experimental method of research specifically made use of the Pre-test-Post-test Non-Equivalent Group Design. Results of the study showed significant difference in the pretest and posttest of both the control group (t=13.58, ρ=.000) and the experimental group (t=22.171, ρ=.000). These indicate that both the lecture method and the PhET simulation method are effective methods in teaching Physics. However, when the difference in the mean gain score of the control group (13.87) and the experimental group (18.43) were compared using t-test, the t-value obtained is 3.468 while the ρ-value is .001. Since ρ<.05, then the difference is significant. This means that in terms of gained knowledge in Physics, there is greater learning achieved by the experimental group which was exposed to PhET Simulation method than the control group which is exposed to the lecture method. Thus, the PhET simulation method is more effective in teaching Physics than the lecture method based on their mean gain scores which showed significant difference.
2016
This study is pre-experimental research with One-Shot Case Study Design that aims to describe learning physics and to know the average of physics learning achievement after taught by using simulation-based media that achieved 75% of an ideal score. The subject in this study was class XI IPA 6 SMAN 1 Bontonompo academic year 2015/2016 consist of 31 students. Descriptive analysis result was obtained the average of physics learning achievement at in very good category and percentage of highest score at the knowledge level analysis (C4) and lowest score at analysis level comprehension (C2). Result of hypothesis test was obtained the average of physics learning achievement after taught by using simulation-based media can reach over 75% of the ideal score 38,25.
Project based learning STEM to enhance secondary school students’ comprehension on projectile motion
At the beginning of 2020, the Covid-19 pandemic has influenced learning activity where students and teachers have to adapt from face-to-face learning to online learning. This study aims to overcome the issue by developing a learning media with Project-based learning STEM on projectile motion. The media which accommodated the catapult project was developed for secondary schools on google sites. In this research, the media was developed by conducting the Research and Development (RnD) method with the ADDIE model, consisting of five steps: analyze, design, develop, implement, and evaluate. Furthermore, the media was validated by experts and then implemented to the students. Finally, the validation and implementation results were analyzed with four points of the Likert scale. The validation results showed that the average score of the material aspect was 3.8. Meanwhile, the media aspect was 3.3. After the revision, the media was implemented to the students. The average of implementation cores showed that the material aspect was 3.6, the media aspect was 3.6, and the benefit aspect was 3.5. Both validation and implementation results showed that the media was excellent. Therefore, the project-based learning STEM with a catapult project can be applied as a supplemented media for the projectile motion learning process and applied in online learning during the covid-19 pandemic.
The first aim of this study is to provide a teaching material to develop students' thinking skills. There are many kinds of experiment in physics lesson. In this paper authors just focus how to develop an experimental design based on projectile motion and how to explore the students’ creative and critical thinking through projectile motion experiment. This lab for projectile motions will be investigating the properties of the x displacement of a projectile. Practical knowledge and school knowledge are becoming mutually exclusive; many students see little connection between what they learn in the science classroom with real life. Students should be able to apply what they learn in school to the various situations in real-life. So that, authors second purpose of this paper is to design an experiment that can integrate the students’ understanding in the classroom with the application in the real life. To realize this second purpose, the 5 E teaching-model will be conducted to the projectile motion experiment. In the projectile motion experiment, students will be taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations and discussions. So the final of these exercises are designed to encourage students to see that their critical and creative thinking skills through 5 E model-teaching in the projectile motion experiment
Performance Task using Video Analysis and Modelling to promote K12 eight practices of science
We will share on the use of Tracker as a pedagogical tool in the effective learning and teaching of physics performance tasks taking root in some Singapore Grade 9 (Secondary 3) schools. We discuss the pedagogical use of Tracker help students to be like scientists in these 6 to 10 weeks where all Grade 9 students are to conduct a personal video analysis and where appropriate the 8 practices of sciences (1. ask question, 2. use models, 3. Plan and carry out investigation, 4. Analyse and interpret data, 5. Using mathematical and computational thinking, 6. Construct explanations, 7. Discuss from evidence and 8. Communicating information). We will situate our sharing on actual students work and discuss how tracker could be an effective pedagogical tool. Initial research findings suggest that allowing learners conduct performance task using Tracker, a free open source video analysis and modelling tool, guided by the 8 practices of sciences and engineering, could be an innovative and effe...