The History and Aim of LADY CATS —Simple and Beautiful Experiments (original) (raw)

Simple and beautiful experiments by physics teachers and students in Japan

In this workshop, we show the simple and beautiful experiments that attract students to physics. We prepare the materials and explain how to make the apparatus of the experiments, and you can make them with us together. Since the experiments we show are low cost and easily made of daily use, you can bring the experiments in your class soon. As an example, we show the experiments with which students can learn how we can detect radiation, how much are we exposed to the radiation from the natural environment and so on. Most of all, we hope students to have an attitude to make a decision on radiation in a levelheaded manner. This workshop is associated with the special session about Fukushima nuclear plant accident by H. Nitta, A. Kobayashi, and H. Kawakatsu.

Contemporary Experiments and New Devices in Physics Classrooms

Journal of Physics: Conference Series, 2021

Classroom demonstrations and experiments have played an important role in physics teaching for centuries. They are important for deepening student knowledge and helping students gain meaningful understanding of physical principles. In addition, experiments can motivate stu-dents and facilitate their active engagement with abstract concepts. In this paper, we present four novel physics experiments and demonstrations that address the pedagogical needs of the 21st century physics teaching. These experiments: (a) employ modern technologies that bring physical phenomena closer to the students; (b) showcase teaching methods that reduce barriers for the students with special needs; and (c) suggest an innovative thermodynamics demonstration related to environmental issues and green energy. The descriptions of the experiments, their applications to secondary school teaching as well as to college-level physics education are thoroughly discussed.

The impact of experiments in physics lessons – “Why, when, how often?”

DIDFYZ 2019: Formation of the Natural Science Image of the World in the 21st Century, 2019

Practical activities are an essential component of science teaching and learning. Nowadays the majority of school laboratories is well equipped with experimental devices and computer based experiment systems (Vernier, Pasco). The key question of our research is, whether using all this equipment make teaching physics more effective. The aim of the paper is to discuss the efficiency of laboratory work and experiments provided by teachers so as by learners at various types of schools. What strategies within the use of experiments we need to develop or enrich students´ scientific knowledge? Examples how to design learning outcomes of hands on experiments so as computer based experiments in the content of school curricula will be presented. 1. INTRODUCTION Nowadays the quality of teaching natural sciences, especially physics, is at the very edge of public interest. Examining the current trends in education we can conclude that the holder of the first place is the STEM concept-a combination of natural sciences, mathematics, and techniques. According to this concept, an integral part of education is students' preparation for their employment on the labor market, especially in the professions linked with technology. Following from that, there is also an increased emphasis put on the practical activities of students during teaching hours, in our case, in teaching physics. Therefore, we consider physical experiment being a critical educational tool. The importance of experiments in physics is discussed in domestic and foreign literature. Students' practical activities are also related to the results of PISA and TIMSS international surveys considering students' success in solving individual types of problems. 1 Curricular Documents in the Czech Republic-The Framework Educational Programs state the general requirements for students in the field of practical activities. In the Framework for secondary schools, for the educational area called "Man and Nature" is stated: "to lead students for carrying out systematic and objective observations, measurements and experiments (particular of a laboratory character) according to their own or a team plan or project, for elaborating an interpretation of the acquired data and finding connections between them; for using modern technology resources during the cognitive activity of Science". If we have a look at the expected students' outputs we can see that only in the topic "Physical quantities and their measurements" it is explicitly stated that "a student measures the selected physical quantities by the appropriate methods, elaborates and evaluates the results of the measurements." Similarly, students' competences are also characterized in the case of the Framework for grammar schools. 2 Research on nature and activities of such educational disciplines of the "Man and Nature" educational field as Physics, Chemistry, Biology, and Geography enable students to understand the laws of natural processes more deeply, and thus to recognize the usefulness of science and its application in practical life. It should be emphasized that, studying nature through specific cognitive methods, students could also acquire important skills. It is above all to develop skills systematically, observe, make experiments and measure objectively and thoroughly, create and verify hypotheses on the nature of the observed natural phenomena, analyze the results of this verification, and draw conclusions basing on them. Students learn to study the causes of natural processes, their contexts and relationships

experiments: An investigation of students' responses

2012

The primary objective of performing a physics experiment is to gain procedural as well as conceptual understanding. Some of the researches reported in Physics Education emphasize the importance of introducing innovations in physics experiments so as to improve clarity as well as the depth of learning experiences. In this paper, we report the impact of seven experiments designed in different branches of physics and systematically tried on college students. We observe a significant enhancement in the conceptual understanding of the students after exposure to the treatment.

Historical Experiments in Physics Teaching

US-China Education Review A, 2014

Is it possible to reproduce historical experiments in the classroom? The outcome of our project will be presented-We analyzed what kind of historical experiments are described in our textbooks and if students are interested in historical physics experiments. Are historical experiments really important for understanding science? The project was focused on the problem of historical experiments in teaching physics. In the textbooks, some of them are only briefly described. We studied how important it is to teach our students the history of scientific theories and understand that theories must be checked against experimental measurements. Students have to learn scientific methods in order to find out the basic principles of physics, and it can be demonstrated that the (historical) experiment is the right way of how to do it. We tested the possibility to teach and explain some topics in physics through historical experiments mostly designed with modern equipment or simple tools from everyday life. The important factor is the involvement of students themselves into this activity.

Practical experiments in school science lessons and science field trips

2011

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What is the Purpose of This Experiment? Or Can Students Learn Something From Doing Experiments?

Journal of Research …, 2000

Historically there have been many claims made about the value of laboratory work in schools, yet research shows that it often achieves little meaningful learning by students. One reason, among many, for this failing is that students often do not know the``purposes'' for these tasks. By purposes we mean the intentions the teacher has for the activity when she/he decides to use it with a particular class at a particular time. This we contrast with the``aims'' of a laboratory activity, the often quite formalised statements about the intended endpoint of the activity that are too often the``opening lines'' of a student laboratory report and are simply the``expected'' speci®c science content knowledge outcomesÐnot necessarily learnt nor understood. This paper describes a unit of laboratory work which was unusual in that the teacher's purpose was to develop students' understanding about the way scienti®c facts are established with little expectation that they would understand the science content involved in the experiments. The unit was very successful from both a cognitive and affective perspective. An important feature was the way in which students gradually came to understand the teacher's purpose as they proceeded through the unit.