Heat Polynomial Analogs (original) (raw)
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2016
Citation for published version (APA): van Buuren, O., Heck, A., & Ellermeijer, T. (2016). Roles and Forms of Assessment of Modelling in Secondary Physics Education in School Practice. In L-J. Thoms, & R. Girwidz (Eds.), Selected Papers from the 20th International Conference on Multimedia in Physics Teaching and Learning: September 9–11, 2015 at LMU Munich, Germany. 20th International Conference on Multimedia in Physics Teaching and Learning, 9. 11. September 2015, München, Deutschland (Vol. 39 B, pp. 189-196). Mulhouse: European Physical Society. https://doi.org/10.5282/ubm/epub.28963
25th Annual Conference of the Australasian Association for Engineering Education : Engineering the Knowledge Economy: Collaboration, Engagement & Employability, 2014
BACKGROUND Engineering physics is an essential subject in any undergraduate engineering course. Practicals are a key component of teaching physics, especially to engineers. The "prac" session normally begins with a demonstrator giving the class a short description of the purpose and theory of the exercise, followed by instructions on how to perform the experiment. In recent years, the practical sessions in our firstyear physics course have come under increasing pressure to operate more efficiently and effectively. At the same time, it is common knowledge that the younger generation of students are increasingly looking to video presentations to learn how to complete specific tasks. PURPOSE The goal of the work was to produce video resources that would help students learn the fundamental theory and operation of the lab experiments before arriving at the practical session, saving valuable class time and reducing pressure on demonstrators. METHOD The video series was produced by the teaching and video-production teams after reviewing the content of the lab experiments. Once ready, in semester one 2014, the videos were released to all students (on-campus and off-campus) via the unit web-site. Students were instructed to watch each video prior to attending their respective lab session. Students completed the experiments and submitted standard lab reports on each. The average report marks were compared between 2014 and prior to 2014. At the end of the semester, students were asked to complete an on-line survey to collect their thoughts on the effectiveness of the video presentations. RESULTS We produced 10 video presentations for eight experiments. Our observations in the classes and results from the student survey indicate that the students were happy with the content and quality of the videos. Average marks of the lab reports indicated an improvement in average on-campus report scores from 2013 to 2014, and no change in the average scores of the off-campus students. Efficiencies in teaching were gained because the number of demonstrators per class in 2014 was half that in previous years. CONCLUSIONS We observed increased efficiency in students performing the experiments, reduced demonstrator costs, and no reduction in students' academic performance. Students welcomed the videos as a new learning resource. KEY WORDS Engineering practicals, flipping the classroom, cloud teaching, video teaching.
Proceedings of the 20th International Conference on Multimedia in Physics Teaching and Learning
2016
from September 9th to 11th, 2015. MPTL conferences provide an international forum for the discussion of recent developments and advances and ensure that knowledge and experience in new methods and approaches are shared throughout the physics education community. Innovations as well as challenges for teaching and learning physics with modern media are discussed. Material for primary schools is included as well as topics for universities. The scientific program of the 20th edition consisted of five plenary talks, 66 single talks and 25 posters. All of the proposals were reviewed, blind, by two or three reviewers from an international scientific advisory board. The meetings were organized in thematic symposia, parallel sessions, parallel talks, workshops and plenary sessions. The conference provided insight into three main issues concerning the effective use of multimedia in teaching and learning physics: • new hardware and software technologies, • concepts for teaching and learning scenarios with innovative ideas, and finally • empirical studies on important factors for learning with digital media and students' assessments.
This project aims to enhance student-learning acting in two fronts. The first one is the intensive use of laboratory experiments as a complement to regular classes. The second step is how to assist these experiments integrating them with computer data acquisition. The innovation is that students are able to perform a computer simulation before the experiment. With software developed to integrate simulation and experiment, the student could predict the behavior of a physical situation, perform the experiment and compare both results to make a synthesis of them. At this stage of the project, we developed two experiments. The first one is a pendulum, which permit students observe the behavior of dumped oscillations. The second experiment consists in an air track with a data acquisition system and an impact transducer, based on a LVDT (Linear Variable Differential Transducer), which performs evaluations in motion, energy and collisions, in order to verify the conservation of linear momentum. Both, data acquisition hardware and interactive software, were developed in Computer Engineering Laboratories at UnicenP, with continuous interaction of the students, creating experiments and interfaces that points directly to students most frequent questions. Beside that, we could reach another objective: how Physics, Computer Science and Electronics interact themselves to generate knowledge. This point achieves the search for a multidisciplinary effort on Engineering teaching.
The effects of computer assisted physics experiment simulations on students' learning
The main goal of this study is to present the significant difference between utilization of simulations of physics experiment during lectures and traditional physics lecture. Two groups of 115 students were selected for the purpose of the study. The same subjects have been taught to both groups, while a group of 115 had their lectures in science and technology class supported by physics experiment simulations for a month, the other group of 115 had their lectures in a traditional way. The r esearch has been conducted in Izzet Unver highs school in Istanbul, Gungoren. The main resource of this research is the data collected through surveys. The survey is a result of the literature and the suggestions of the experts on the topic. Thirty questions were prepared under ten topics. Two different surveys were conducted during the data collection. While the first survey questions focused on the effects of traditional lecturing on students, the second survey questions were targeting the effects of lecturing via the support of psychics experiment simulations. The data collected as a result of the survey which was coded in to SPSS Software and statistical anal yses was conducted. In order to test the significant difference between the means t-test was utilized. 0.05 was chosen as the significance level. As a result of the analyses utilized, significant differences were found in their satisfaction on class materials, in their motivation, in their learning speed, in their interest in the class, and in their c ontribution to the class. In findings such as the effect on students' learning, information availability, organization of information, students' integration to the class and gaining different point of views " lectures supported by physics experiment simulations " is significantly different from traditional lecturing. As the result of the literature review and the statistical analyses, " lectures supported via physics experiment simulations " seem to be more effective than traditional lecturing in science classes, in issues such as variability of approaches, student concept delusions, laboratory applications, utilization of information technologies and simulations.
The Urgency of Interactive Learning Media in Improving Students’ Physics Learning Outcomes
Jurnal ilmiah profesi pendidikan, 2023
Using media in the classroom can improve comprehension, convey trustworthy and engaging facts, facilitate data interpretation, and condense material for students. The purpose of this study is to evaluate how urgently or significantly interactive learning materials can enhance student learning outcomes. The research methodology employed is a survey of the literature, which involves reading several articles from both domestic and foreign publications about the application of interactive learning media to enhance learning outcomes. The study's findings demonstrate how crucial it is to employ interactive learning resources to raise student learning objectives.
A scientometric review of multimedia in teaching and learning of physics
LUMAT, 2022
A subject of physics includes various complex and sophisticated concepts that pose a challenge for both instructors to teach and students to grasp the clarity in the subject. Many researchers have discussed this challenge toward adopting an appropriate approach to teach physics in the institution. Therefore, the study reviews the research articles towards multimedia in improving the knowledge delivery system of physics published in various standard databases/indexes. The study conducts a literature review based on five-stage methodology comprising of: (1) research article collection from the databases, (2) research article inclusion/exclusion norms, (3) reviewing the processed research articles, (4) analyzing the research articles to extract the information, and (5) inferring the extracted information to derive at the future research direction. The paper contributes to reviewing thirty-three research articles specific to the usage of multimedia towards improving the methodologies involved in teaching and learning physics. The core idea of this study is to extract the research gaps on the usage of multimedia in the current knowledge delivery system of the physics domain to provide future research directions. Further, a bibliometric analysis comprises co-occurrence of keywords, citation, and co-citation using VOSviewer software. It is followed by content analysis to analyze the research method and multimedia tool used. The study outcome shows that most of the existing work found is Quasi-experimental design-based or qualitative design-based. The study outcome also highlights various themes of accepted papers and research gaps on the usage of multimedia in the knowledge delivery system of the physics domain.
clab.edc.uoc.gr
This quantitative research studies the ability of prospective physics teacher to create educational material consistent with a specific educational methodology, adopting new technologies. Fifty students of the University of Athens were voluntary offered to participate in this research, developing a normative lesson. Assisting to their materialization they used PowerPoint, as a platform that can incorporate different formats of information. First results show that students, although they were willing to integrate technology in their teaching practice, they were not able to manage the mean. They were carried away by its power and therefore the mean dominated their lesson supplanting other important factors such as methodological consistency and experiment's role.
2024
Also, she is currently collaborating with the School of Engineering at the Universidad Andres Bello in Santiago, Chile. Angeles holds a bachelor's degree in Physics Engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse University, NY. Dr. Dominguez is a member of the Researchers' National System in Mexico (SNI-2) and has been a visiting researcher at Syracuse University, UT-Austin, and Universidad Andres Bello. Her main research areas are interdisciplinary education, teaching methods, faculty development, and gender issues in STEM education. She actively participates in several national and international projects, in mathematics, engineering, and science education.
Development of an Interactive Learning Environment for Introductory Physics in Engineering
… on advances in …, 2008
We present the development of the project "Física Interactiva" (Interactive Physics) that addresses the special needs of students that enter at a Polytechnic University with a deficient background in Physics. The project tries to make an interactive tool available to the students through a web site. We choose Moodle as the Course Management System due to its cooperative philosophy and its open-source and free development model. The emphasis is put on fundamental concepts of first year Physics: vector character of magnitudes, point mechanics, electric and magnetic fields. Interactive materials (developed as Flash animations) are conceived to reinforce concepts through critical thinking and active enrolment. We discuss our experience developing these materials, with the pros and cons of the tools chosen, and preliminary results of the use of the site with students at our University.