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The Theory of Relativity triggered a lot of debates, applications, speculations even since its release at the beginning of the XX-th century. A large part of Science Fiction (SF) literature takes its ideas from this theory. Einstein's postulates are "responsible" for this matter of fact [1]. The consequences of the Special Theory of Relativity are very interesting for the students and its study clearly opens their desire for the study of physics. This is the reason why presenting this sort of knowledge is highly in the benefit of building the motivation for learning. On the other hand, teaching these concepts that necessitate the use of a complicated mathematical apparatus presents some difficulties even for teachers. In order to ease the overall learning process, we propose a different approach, namely the whiteboard animation. According to some studies, this digital didactic tool is more effective than the classical teaching or even showing a video with the teacher's lecture [2-3]. The method consists in presenting the notions by means of an animation taking place on the surface of a whiteboard. Concepts, symbols, keywords are drawn under the eye of the beholder, helping him to understand the natural flow of the events. From the technical point of view, it's all about drawing the "action" with the help of a graphical tablet. By employing dedicated computer software, we can take a screen capture (that can be reworked in a video editing program). The voice of the presenter is overlaid for providing explanations about the subject. The result is a several minutes long video that accesses the students' both visual and auditive stimuli. In this way, the students are highly involved in the learning process and this clearly leads to a higher absorption rate of the considered knowledge. Presenting various problems as the Twins paradox can be an effective step forward in understanding the phenomenon and in motivating the students for the study of physics. [ABSTRACT FROM AUTHOR]

The concept maps are didactic instruments useful in any stage of the learning process: teaching, learning, evaluation. Employing this tool, the teacher can share the knowledge in a structured way, stressing the connections and/or the causality rapports between the studied notions. During the learning process, the students are encouraged to structure the information in a concept maps manner in order to establish a hierarchy from general to particular, while establishing links between them [1-3]. In this paper, we present the concept map that can be used to teach the circular motion to upper secondary students. It was built by means of the free software CmapTools (that can be found on the Internet - https://cmap.ihmc.us/cmaptools/). The map spreads similar to a tree and it has four main branches. On the first one, the general qualitative characteristics of the movement are presented. In the second one, the periodicity elements with the specific concepts and the relationships among them are shown. The third branch holds the cinematic notions particular to the uniform circular motion: angular velocity, linear velocity, central acceleration etc. On the fourth branch, one can find the forces involved in this kind of movement. All the elements are connected among each other and examples can be found through links to illustrations, animations and so on. The concept map can be used as a didactic evaluation instrument. The teacher can provide the students with a tree that is only partially filled (just some titles and some connecting words) and a list of notions, terms, formula etc. that are similar to some puzzle pieces for finalizing de map. Another option would be to give cards to the students containing notions from the concept map and ask them to prioritize the ideas from general to particular, to group them according to various criteria, to identify links between certain concepts and, in this way, to assemble their personal concept map. We believe that the concept maps are very important elements, facilitating the understanding of a studied theme. A concept map is a tool that addresses many learning styles and it represents an effective instrument in a teacher's toolkit. [ABSTRACT FROM AUTHOR]

Starting from the necessity of an applicated study of physics, in this paper, we propose the development of an instrument based on Inquiry-Based Learning (IBL). With this instrument and using STEM (Science, Technology, Engineering and Mathematics) elements the students learn about the seismic waves as a direct application of the mechanical waves study, analyze an earthquake succeeding in deciphering a seismogram and determinate the location of the epicenter of an earthquake. The location of the epicenter is done by the triangulation method. The application designed by authors and presented here facilitates the determinations surpassing/ eliminating the possible errors that can occur either from the calculus or the geometrical drawing, the only source of errors remaining the reading of the seismograms, meaning the arrival times for the Primary and the Secondary waves of the earthquake. In order to illustrate the triangulation method, the GeoGebra application and didactic simplified seismograms are used, in order to ease the correct understanding of the method. GeoGebra is free software for geometrical constructions combined with algebraic calculus, therefore a perfect tool for the illustration of the triangulation method. The designed instrument can be included in an elearning sequence by the following components: the theoretical notions are provided through a blog open for the students or by setting up an e-classroom. The application runs also on smartphones and tablets which create the possibility of setting up a virtual lab with the students. So, as result of the use of the learning instrument, the students will achieve a better understanding both of the way of studying the earthquakes and the phenomenon itself either in quality and in quantity. The application allows also the understanding of how a scientific investigation is realized and will learn how to use experimental data for the conclusions related to a phenomenon. They will gain some IT competencies also, by using the virtual space in order to communicate and to achieve data. [ABSTRACT FROM AUTHOR]

Modelling plays a major role in the evolution of scientific knowledge and is an objective for students' literacy in science. The emergence of accessible and powerful computational technologies imposes the development of a specific curriculum focusing on the study of science by computer modelling. This paper presents the results of investigating the possibilities of integration of computational modelling activities in Physics lessons, at high school level. Through the activities we propose here we will highlight the generality and transferability of models, by applying a unique mathematical model to solve problems that, at first sight, have nothing in common. The simulations we built with GeoGebra software and VPython programming language can be tailored both to the study of optical phenomena such as inferior or higher mirage, and to solving the famous problem of the brachistochrone. The interdisciplinary learning context, based on problem solving, calls for the application of knowledge from various fields: trigonometric and algebraic calculus, Euclidian geometry elements, Snell's law of refraction, energy conservation law, knowledge of programming and use a graphical software in modelling. The problem which students start from when investigating requires determining the fastest path between two points, separated by strips in which the propagation speeds are different. Using the achieved models, students can infer that in the case of the non-friction sliding motion, the cycloid is the fastest path. The simulations of motions were performed with GeoGebra, based on the kinematic equations, and with the VPython programming language, using the dynamic equations. The proposed modelling activities foster the development of students' transversal and transferable skills in mathematics, physics and computational technology. [ABSTRACT FROM AUTHOR]

This paper reveals how starting from a challenge proposed by several European scientific research centres, the International Space Station (ISS) becomes a learning environment for 9th grade students. They must write code for a platform of sensors named Sense HAT (Hardware Attached on Top) in order to "sense" some of the ISS characteristics, like onboard living conditions, crew presence, ISS movement and external factors, geomagnetic field at the ISS altitude. Using databases from similar platforms of sensors mounted onboard of the ISS, the students analyzed the data about pressure, temperature, acceleration and magnetic field. In the same time, they were documenting about the life conditions on ISS and they were modelling the ISS movement in different situations using Mechanics knowledge from 9th grade Physics curriculum. They made correlations between theoretical knowledge about movement or the air conditions and the variations of data and were able to identify events which happened on the ISS, like a re-boost, docking or undocking of the supply transport vehicle and repressurization. They also studied the geomagnetic field variations at the altitude of the ISS, looking to identify an eventual radial symmetry due to the Earth's shape and volume disposal. The data analysis reveals anomalies in the geomagnetic field that students are tying to seismic and volcanic activity of the Earth. The entire project used multiple, various and complex methods of learning. The paper emphasizes the importance of critical and outside the box thinking methods and reveals the steps of a great learning experience for students. Although in the project was involved a small group of students, the learning activities were extended to the entire classroom. [ABSTRACT FROM AUTHOR]

This paper presents a didactic tool designed with the help of Excel spreadsheets for the study of the simple gravitational pendulum in oscillation regime. The period of the pendulum is calculated for a certain value of the initial angular amplitude and it is compared with the zero, one and two-order approximations from the expansion series of the period. Moreover, the velocity and tension force of the thread are calculated according to the angular displacement from the input data. It is shown how the complete elliptic integral of the first kind can be evaluated in the spreadsheet, through the numerical algorithm of the trapezium, from the formula of the oscillation period. The tool charts are placed in the same spreadsheet with the input data and the numeric results to rapidly trace the graphical feedback to data change. The oscillation period was graphically rendered based on the initial angular amplitude and the value of the period for the amplitude fixed in the input data has been highlighted on the graph. Another graph overlaps the period-initial angular amplitude one with the graphs of zero and one-order approximations of the period. The other graph shows, at a set value of the amplitude in the input data, the pendulum velocity and the tension force of the thread according to the initial angular displacement. In the tension force-angle graph, the weight force is highlighted and also the maximum range of values for the tension force is highlighted according to the initial angular amplitude. With the help of this graph, it can be observed that, at small oscillations, the tension in the thread varies slowly with the angular displacement around certain values close to the value of the weight force. This justifies the approximations made when establishing the calculation formula for the period of small oscillations. It is thus demonstrated that the spreadsheet allows to both solve the non-linear equation of the simple pendulum and to graphically analyze some measures characteristic for the oscillatory motion. By using the tool in the classroom, students can simulate the simple pendulum oscillatory motion at any value of the initial angular amplitude and can more easily clarify under which conditions the oscillations of the pendulum can be considered as isocrone. [ABSTRACT FROM AUTHOR]

Mastering of the mathematical tools is essential for an in-depth understanding of Science. By building mathematical models and the associated computer simulations, students can understand the physical theories that explain various phenomena. The VPython programming language provides a favourable environment for effective and comprehensive learning activities. The computer models created by students form a bridge between the two fundamental components in the study of physics: the theory and the experiment. In this paper we present how we used the VPython programming language to explain the phenomenon of multiple reflections in two intersected plane mirrors. We followed the simultaneous development of students' skills in three areas: applying mathematical knowledge to solve a real-world problem, applying the principles of Physics to understand an optical phenomenon, and the ability to use the tools of information technology to verify and validate, by visualisation, the achieved mathematical reasoning. The applet generated with VPython allows viewing of the images of a pointlike object in the two concurrent mirrors, showing their localization on the extensions of a successively reflected ray. The construction of VPython simulation was performed after the students had determined the number of images and after they had calculated their polar coordinates, assisted by the GeoGebra software. The representation of a successively reflected ray was not possible with GeoGebra, due to the limitations of the software in the use of a repetitive structure. The impediment was overcome by using the VPython programming language. The learning activity we present here is interdisciplinary, creating a correlation between knowledge acquired by students at three different school subjects: Mathematics, Physics and Computer Science. The outcome is the generation of a computer simulation of the phenomenon, based on the mathematical model built by the students. [ABSTRACT FROM AUTHOR]

This paper presents a methodology developed by the authors for a comprehensive study at high school level of some topics related to the movement on an inclined plane. The approach is interdisciplinary, aiming development of mathematical and programming skills of the students and improving the ability to use knowledge of Physics, Mathematics and Computer Science, simultaneously and in conjunction. The activities are finalized by the development of computer models by the students. VPython programming language is used for numerical modelling of the motion of the projectiles launched at different angles on an inclined plane, being obtained visualization of Galilei's parabolas. A navigable three-dimensional model is achieved, by exploiting the facilities of Visual package, with its graphical functions and procedures, and by using operations with vectors. For analytical modelling we used the GeoGebra mathematical software, and in this way we obtained a simulation of Galilei's theorem of chord, with generalizations inferred through the study of the implemented mathematical model. The GeoGebra software allows simultaneous work with algebraic and geometric representation of mathematical concepts, providing a visual intuitive support that fosters understanding of abstract concepts. To facilitate understanding of analytical mathematical model for movement on an inclined plane, we used a GeoGebra representation of the distance covered by the mobile as Riemann sums for speed versus time function. Thus, understanding the equation of motion becomes accessible to students in the ninth grade, even if they have no knowledge of integral calculus. By the graphical visualisations, the computer offers the student feedback throughout the activities of implementation on computer of the mathematical models. Constructivist learning principles are applied naturally, supported by a constant confrontation between the meaning assigned to mathematical relations and the obtained images on computer. [ABSTRACT FROM AUTHOR]

The development of clean and renewable energy is the one of the important challenges that scientist will confront in the near future. To get involved the young generation in learning solar energy seems to happen much more difficult, though. Accessibility of some of the materials through home or school-based experiments could be one of the main reasons why they are not eager to learn. Even the research currently made on semiconductors for solar energy conversion indicated the same result. On the other hand, dye sensitized solar cells (DSC) which are used for the electricity production from solar radiation are both cheap and easily accessed compared with the conventional photovoltaic cells. For these reasons, an experiment has been developed by using ordinary and harmless products for the construction of a dye sensitized solar cell that has the similar construction used in natural photosynthesis. The conversion of solar energy to electrical energy can be displayed through the usage of this simple and easily assembled construction. To check the utility of DSC on teaching solar energy conversion a project was realized. The aim of this project was to supply a cheap and an easily accessed hands-on exercise for high school students. Students were both given a short outline about the basic measurements related to photovoltaic cell performance and shown the characterization of this performance. They were also suggested to utilize these concepts for their demonstrations. [ABSTRACT FROM AUTHOR]

The pollution caused by burning fossil fuels made people search for using alternative energy sources. Beside the development of research on the use of renewable energy sources, the education on renewable energy sources and environmental protection is also important among the new generation. The reason why the effective methods should be chosen for the new generations' gaining the root knowledge of the trendy solar energy is making them consciously choose and study on this fields. Therefore, it important to explore firstly fundamental knowledge of high school students. The target of this study is to analyze students' solar energy knowledge and misconceptions with STEM project-based activities, such as efficiency of solar cell at high or low temperature, effect of different coloured light on output of solar cell. In this study, 15 open-ended questions was administered to 127 high school students to better understand their conceptions of solar energy and individual interview used when students perform their project based learning activities. Analysis revealed that students are familiar with solar energy but most of the students are not sure how solar cell works and role of heat in the function of solar cells. Also we discovered some additional students' misconceptions about solar energy like red colour has higher energy than blue light. [ABSTRACT FROM AUTHOR]

Using computational technology to support in-depth understanding of complex physical phenomena represents an opportunity in the current educational practice. Harnessing powerful but affordable technology enables teaching concepts and mathematical models otherwise more difficult to explain. The teacher of Physics has the chance to perform their work of teaching not only as a Science but also as an Art, in their striving to initiate pupils in the alphabet of Science. The objective of teaching activities is not confined to mere scientific literacy, but also to transmit the joy of understanding the world we live in, and to raise the interest for study and research. In this paper, we show how some spectacular optical phenomena can be understood in depth by the students, through recourse to the mathematical language of Physics. In our approach, the computer becomes, together with the teacher, a key mediator in the process of understanding complex mathematical relations by the students. The activities presented in this paper were carried out at the Centre of Excellence of Satu Mare, with students of the interdisciplinary study group who are involved in inquiry based learning, by the creation and the use of computer models in the study of Science. The computer applications that have been used in our activities, namely the educational software Cinderella and GeoGebra, are free and allow an appropriate implementation of various mathematical models. The purpose of our research is to discover new ways of using computational technologies in education, whereby a greater number of students can understand the principles of scientific inquiry, becoming interested and passionate about Science. [ABSTRACT FROM AUTHOR]

Experiment studies are very helpful in teaching, providing experience and making the subject that is being taught more tangible to the student and hence easier to grasp. However, many educational institutions do not have the funding that the establishment and maintenance of a modern experiment require. The solution to this issue is a remote lab, which would allow anyone to do experiments through the internet, thus giving all students the possibility to study experimental physics using high-level equipment any time and everywhere via the internet. Photovoltaic (PV) devices convert light energy to electrical energy for use in various applications. As PV systems are becoming more and more common, large numbers of skilled engineers with a greater understanding of all aspects of PV technology, both theoretical and practical, are needed. An online lab allows students to control real equipment through a visual interface and to learn in a user-friendly environment. Remote lab improve the practical knowledge of students as well as allowing them to repeat the experiment at a time suitable for their needs. Therefore, a remote experiment has been developed to allow distance learning students to investigate the energy conversion properties of photovoltaic panels. The purpose of the experiment is to study the effects of temperature and irradiance on PV panels using the characteristic measurement called the IV curve. A group of students from high school were involved in this study. Student's perception of the experience was obtained by means of personal interviews. In conclusion, the remote lab is useful as it enables students from all over the world to investigate the different properties and characteristics of photovoltaic panels. [ABSTRACT FROM AUTHOR]

Solar energy is indispensable since solar power is not only widespread but also it has the potential to be used more widely in daily life technology. To supply the usage of solar energy resources in an effective way, schools have to encourage students' conscious learning styles which can be achieved via the use of inquiry-based approach. This approach predominantly promotes deep learning and increases students' interest in science rather than simple memorization. Especially it is an approach that places students' questions, ideas, perspectives and observations at the center of the learning experience. This paper reports on an experimental study to explore the effect of inquiry learning method on understanding photovoltaic concepts. We have built solar tracker to produce exactly the sun's path on its orbit and to estimate the power produced by a halogen light source on solar panels with different coordinates. The solar tracker can be controlled by a computer using an usb port. It is automated system built using the microcontroller called Arduino. Students measured the IV characteristics of amorphous and polycrystalline solar cells from the surface of the model building. The solar tracker facilitated learning of the solar cell concepts with great opportunity in an interactive style. It is an easy and low-cost solution that helps students get a better understanding of the subject. After the inquiry based learning approach to the lessons which solar tracker was used perception survey is distributed to students. According to perception survey it can be stated that inquiry-based learning increased students' attention, concentration span on learning. [ABSTRACT FROM AUTHOR]

This paper demonstrates the fact that Excel spreadsheets can be successfully employed in the interactive approach of Physics lessons. It describes a didactic tool realized with spreadsheets to study the free descent of a body on an inclined plane with friction at sliding and in the presence of a resistive medium. The drag force is quadratic in the velocity. The tool allows the comparison between the motion on the inclined plane in vacuum and the motion on the inclined plane in air. This comparison is made both analytically and graphically. The time of descent on the inclined plane and the velocity at the base of the plane in the two cases are calculated. There are graphic representations of the dependence of velocity on time, the dependence of the coordinate on time and the dependence of the velocity on the coordinate. The velocity is calculated and graphically highlighted, limited at the descent on the inclined plane in air. Also, this didactic tool allows the calculation of the velocity and the coordinate of the body at any moment of time set in the input data. At the same moment of time, the values of the forces acting upon the body on the inclined plane are graphically rendered. By modifying the moment of time we can observe, step by step, how the value of the drag force correspondingly changes, comparatively to the other forces. Usually, air friction is neglected in the problems from the course books dealing with the inclined plane. Even if, for practical purposes, air friction can be neglected, we consider that by using the presented tool in the classroom, students can achieve a better grasp of the limits of a physical model. Taking into account the flexibility of the spreadsheet, the tool can be easily adapted to study motion at the ascent on an inclined plane in similar conditions. Moreover, the tool can be particularized to study the free fall in a gravitational field in a resistive medium. [ABSTRACT FROM AUTHOR]

This paper demonstrates that using STEM and PBL are strong learning instruments for students, in Physics classes. This is emphasized by introducing the elements of space science and technology in the learning process. A new approach of teacher-student relationship is necessary, in the context of national and international educational systems evolution, in accordance with the knowledge fields' multiplication, the development of new technologies and increasing the educational needs. It is presented an experimenting learning approach with small groups of students, trying to solve complex challenges, launched in competition forms by large international researched institutes. In one of the cases, students must build a mini satellite that had all the subsystems of a real satellite and perform a scientific experiment. In the second case, students must write a code to program robots SPHERES that are on the International Space Station. This paper shows how to achieve the specific objectives of each project, being described the chosen design and strategy. The paper also responds to some important questions: How to build a strong team? How to distribute the tasks within the team? What missions to plan to achieve during the competition? How to phase the project, breaking it into small steps to be realized on time and contribute to the ultimate goal? How to use the full students' potential? How to learn from your and others' mistakes, how to revise and correct? How to present your results, analyzing the success or failure of the mission? How to become a winning team? The approach can be extended to the entire group of students at different levels of learning. [ABSTRACT FROM AUTHOR]

Why do we need to learn Maths? Students frequently ask us this question. A fair and relevant answer can be found only if we layout mathematical knowledge in the wide frame of human knowledge. In a technologically impregnated world that demands a greater number of people able to operate effectively in scientific, technologic and engineering fields, the achieving of mathematical competencies in school is one of the most important goals. The school curriculum for Mathematics, which is currently in use in Romania, neglects to emphasize the role that Mathematics play in the modelling of real, practical or natural processes. An opportunity to remedy this unsatisfactory condition is given by the new framework for the national curriculum elaborated by the National Centre for Curriculum and Assessment in Pre-university Education. Among others, the framework states the need to develop new curricula based on interdisciplinary approaches, both through some modules at the level of each school discipline, but also through special optional courses. The wanted changes involve the identification of core concepts and of the ways in which these should be studied for achieving complex competencies that are required by the 21st century society. In this paper, we present some of the possible ways to approach the study of the curvilinear motion at level of 9th, 10th and 11th grades, based on different mathematical knowledge of students. In these lessons, we use visual and dynamic representations of the mathematical and physical concepts involved. The students play an active role in the elaboration of these computer models, by using appropriate and accessible informational and computational technologies, like GeoGebra software. In this integrated approach, not only mathematical competencies of students are developed, but also technological and scientific competencies. [ABSTRACT FROM AUTHOR]

Concept mapping is widely used to facilitate learning tool to help students organize information, improve long-term retention and increases student achievement. Student generated concept maps have been recommended for studying content area materials, because the learner plays an active role in creating and modifying the concept map. It is an important classroom pedagogy that promotes development of self-learning. This study aims to compare the effect of concept maps between construct-by-self, construct-on-scaffold and construct by paper-and-pencil on students' comprehension in electricity. Forty-seven high school students were evaluated by a pre-post-test design. Four tenth grade science classes of students at a high school were assigned to three treatment groups. Assessment tests focused on whether the student has acquired the knowledge that is a part of the objectives using concept maps, but also find out what the students knows, understands, or is able to achieve on his own. Group I, individually concept mapped which was used to track their understanding of electricity. Group II, those who used fill in the blank concept map, within which some nodes and links were set as blanks for the scaffold. Group III, construct by paper-and-pencil with the assistance of the feedback The findings revealed that fill in the blank concept maps on computers positively influenced concept learning compared to those who used individually generating concept maps. The two computer-based procedures are helpful for students in completing their concept maps than constructing with paper-and-pencil. According to interview all students were agreed that concept maps were practical method to determine relationships among concepts, sharpened their conceptual understandings and increased their critical thinking. [ABSTRACT FROM AUTHOR]

This paper presents the didactic concept and the implementation of inquiry-based learning in teaching physics using the iPad. The very good quality of scientific content provided in the dedicated apps available and the opportunities that arise through the use of internal and external sensors for making measurements supports the teaching approach. The iPad is a device that, by its internal sensors and camera, can "feel", can record and respond to physical movement and acceleration. Using external sensors, connected via Bluetooth, we can collect data in real time and through dedicated applications for viewing and analyzing the data, the iPad turns into a mobile laboratory. Thus, many Physics laboratory activities working with this equipment are effective learning experiences. The classic way of making experiments remains, students actually handle objects and equipment to assemble the experimental device; the difference appears only in much more accurate collection and processing of data. Implementation of digital interactive graphics and animations, the interaction with digital learning elements such as interactive simulations make it easier for students to understand complex processes in Physics. Using the iPad with one Motion Sensor, designed for easy use almost anywhere, greatly encourages group work and it is perceived as a significant increase in students' motivation to engage in scientific issue. The paper presents some important tool for analyzing motion and velocity in Physics, which offer students the opportunity to explore scientific processes following the concept of inquiry based learning. Check rectilinear motion laws was carried with great accuracy and, especially, in a very short time. Teaching focused in competences enables students to organize their knowledge, to gain experiences and to draw conclusions. [ABSTRACT FROM AUTHOR]

In the present work we describe some tools which support the constructivist approach to relativity theory. We depict the conceptual map to highlight the links between specific concepts of this theory and the thinking map to demonstrate important relationships, such as mass-energy equivalence relationship. The constructivist theory of learning motivates the fact that the new knowledge must be integrated in the already existing knowledge structure. The conceptual maps and the thinking maps encourage this process through the one who learns to pay attention to the existing relations between concepts. Presenting themselves as knowledge nets, they facilitate the understanding, knowledge and the simple applicability of the theoretical knowledge of the special theory of relativity. In teaching and learning it is widely assume that graphical knowledge representation tools such as conceptual maps and thinking maps help students to organize their knowledge around the most important concepts and principles of the subject content. These tools are based the Cognitive Information Processing model (CIP) of learning. The Cognitive Information Processing model addresses the following learning issues: visual channels, attention, elaboration, mental models, schema and metacognitive skills (including motivation). The Cognitive Information Processing theory is useful in helping teachers to understand how students interact with information. Consequently, application of this theory may equip teachers to guide students to unpack, retrieve, and make meaning from new information. In the mean time it is opportune to be used constructivist strategies during physics teaching together with informatics tools made for a better approach of special theory of relativity concepts. [ABSTRACT FROM AUTHOR]

We believe that Ausubel's cognitive learning theory provides a strong basis for improving teaching and learning. This work presents the combination of constructivist epistemology, Internet use and CmapTools, a software toolkit for building conceptual maps to deepen the concepts of "gas laws ". Conceptual maps are a powerful tool not only for perception, representation and archiving of knowledge, but also to create new knowledge. It is essential to helping students understand that all concepts are somehow related to each other and to select cross-links as specific as possible and identify the most appropriate linking words to connect concepts, http://cmapspublic.ihmc.us/rid=lL77HZZH0-JJS3VW-lS6Q/0.Harta%20conceptual%C4%8. Students who are involved in the construction of conceptual maps of physics are engaged in a creative process, and this can be challenging, especially for students who have spent most of their lives in learning by heart. The CmapTools Software Toolkit brings together the strengths of concept mapping with the power of technology, the Internet and World Wide Web. The software not only makes it easy for users to build and modify concept maps, but allows users to build their remote collaboration and publication, so that anyone can access with links to resources, to explain their content and other information for created conceptual map. CmapTools software tool can serve as a basis for a new kind of integration of Internet resources and all classroom experiences, physical laboratory, and outside them. If it is used in conjunction with conceptual maps designed to support learning, it provides a new educational model. In this present work we used activities that allow students to construct their own structure of conceptual map using a list of concepts also mapping activities that are required students to complete the gaps in the structure of incomplete maps to assess the connections they make between important concepts. Workspace is public. It can be seen at the IHMC Public Cmaps CmapServer under "Claudia Cziprok/Legile gaze lor" folder (http://cmapspublic.ihmc.us/rid=lL81NZX99-llRWVlJ-lSB4/3.Legile%20gazelor). [ABSTRACT FROM AUTHOR]

The spreadsheets of Microsoft Excel are important tools for the teaching the relativistic mechanics. In this paper, efforts have been made to generate spreadsheets for Lorentz transformations and comparison of Lorentz and Galileo transformations of relativistic mechanics. Spreadsheet programs are very useful tools in teaching in relativistic mechanics. One of the main advantages is that students can interfere with the program. The graphical capabilities of spreadsheets give the method a visual feel and allow easy comparisons between exact and numerical solutions. This tool contributes to the enhancing the motivation in the study of the relativistic mechanics. It is hoped that the ideas expressed in this paper will serve at a catalyst for further research and investigation into the use of conditional formatting for physics education. Students and teachers should be provided with computer facilities fully loaded with the latest versions of spreadsheets. The aim is to improve interaction with the computer with easy access to spreadsheet packages. Spreadsheets had become entrenched in relativistic mechanics, driven by the demands of end users for tools to help them in performing analysis tasks. In this paper, we support that the spreadsheets of Microsoft Excel may be used as an alternative instructional tool, in order to help students confront their cognitive constraints and develop functional understanding of physics. Thus, the spreadsheet is an accessible and easy to use resource, without mentioning the fact that a great part of the students already know how to use it. Even considering its limitations, the spreadsheet is the resource that offers the best cost-benefit in terms of didactic resources. [ABSTRACT FROM AUTHOR]

Adapting the teaching of physics to students' learning styles (auditory, visual, and kinesthetic) is improved by using the computer and the SMART whiteboard, who they allow showing the specific materials of these types of learning and helps to increase students' interest for the lesson. Using of ICT, offers to students: resume, reviewing movies containing real experiments, virtual experiments, the simulations, texts, demonstrations. All these opportunities provide an increased quality of education only if they are integrated into a class project, designed taking into account students capacities for understanding, learning, age-specific memory. Benefits of ICT integration in teaching physics are discussed in this article. [ABSTRACT FROM AUTHOR]

This article has a theoretical side as well as a practical one and our purpose is to present a complete perspective on acquiring the metacognitive competence in an interdisciplinary context. The interdisciplinary approach is obvious in a group project which got involved 10th graders from Moisil High school, Bucharest. As part of the project, students helped by their teachers and parents have built models such as an ecological solar house, a solar power station to charge electrical cars accumulators, a green office building with a solar lift, a solar fountain and minirovers. One of the challenges of this project was interacting with real objects from a distance through the integrated functions of the high school portal http://portal.moisil.ro. This has taken shape with the turning on of the gusher fountain, of the lighting system and the driving of the minirovers. [ABSTRACT FROM AUTHOR]

The teachers worldwide are now facing a new challenge: accessing real objects from a remote location. The paper describes an attempt of designing a remote laboratory in the Physics lab of Grigore Moisil High School from Bucharest. The main goal is to develop some simple and safe experiments in order to access them from anywhere at anytime. The first virtual interaction from a distance consists of turning on a gusher fountain made with recycled materials. The interaction was established by using a network camera with digital output of 5 V that can command the circuits of the fountain. After this, a LabVIEW remote panel comes for operating on machines that are separated from where the VI resides and executes. The front panel was embedded into a webpage where it operates. This required a web browser, LabVIEW run-time engine and a browser plug-in on the client machine. This way we have driven our rovers from a distance. The first remote experiment was the study of linear motions, than the sound level dependency relative to the distance from the source and the light level dependency relative to the distance from the light source. [ABSTRACT FROM AUTHOR]

Every time we are using a gadget or a multimedia product we are supposed to ask about how it works. For most of the people is very hard to understand scientific explanations used in brochures because of advanced science concepts used. So, when they need some explanations they ask science teachers. Nowadays is a real challenge for a teacher to approach advanced science concepts for students. The most appropriate solution can be using constructivism pedagogy approach. Cooperative Learning can be used for science classes with students. The implementation of cooperative learning allows integration of informatics and web 2.0 tools as collaborative environment. In this paper we present some examples of informatics and online tools integrated in CL science classes for a better understanding and approach of advanced science concepts used in everyday life. [ABSTRACT FROM AUTHOR]