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Learning in high schools has used a lot of smartphone assistance to make it easier for students to understand the material explained by the teacher. However, with the many uses of smartphones in learning, of course, it must provide positive benefits to the ability of students, especially the science literacy ability. In this study, the objectives to be achieved are to examine how much the smartphone's usability in physics learning, examine students' science literacy and examine the effect of the smartphone’s usability on students' science literacy in physics learning. The method used in this study is a quantitative method with a research design used is a one-shot case study. The data on smartphone usability is obtained using a questionnaire, and science literacy of students is obtained through on physics science literacy test. The results of this study indicate that the smartphones usability and students' science literacy in physics learning are respectively in the high and medium categories with a respective percentage of 57.20% and 36.36%. The students' science literacy is influenced by the smartphone's usability in physics learning by 34.30%. These results indicate that smartphone usability by most students is very high, but has not been able to contribute optimally to students' science literacy. Therefore, special treatment is needed in utilizing the use of smartphones in physics learning so that students' science literacy can be optimized.

Research on the advantages and disadvantages of project-based learning (PBL) among gifted pupils studying physics is scarce. This mixed-methods study investigates engagement, experiences, and learning outcomes among gifted Finnish upper-secondary-level students learning physics through PBL. A six-lesson PBL module on basic Newtonian mechanics was designed and implemented for a group of gifted students ( N = 38), whereas a traditional teacher-driven approach was used among a control group ( N = 38) of gifted students. Data were collected by means of a questionnaire, interviews and a physics test. According to the results, PBL met the preconditions (challenge, skill, interest) for engaging the students in learning physics. It generated interest in learning among the vast majority, but not as many found it challenging. The findings also highlight the impact of autonomy when learning through PBL. No differences in overall learning outcomes were found between the groups.

pre-registration, data and source code on proportional reasoning of secondary school students in Switzerland

The Covid-19 pandemic requires teachers to make innovations in learning, such as utilizing appropriate applications and choosing the right learning model to encourage students' reasoning abilities. This study aims to identify the effect of the causal learning model on students' reasoning abilities in learning physics during the learning from home period due to the Covid-19 pandemic. This type of research is a quasi-experimental study with a 2x2 factorial design. The population is all students of class X MIA Madrasah Aliyah Negeri 2 (MAN 2) Mataram. Sampling using purposive sampling technique so that selected students of class X-MIA 3 (31 students) as the experimental class and class X-MIA 4 (30 students) as the control class. The instrument used to measure reasoning ability was a description test of 4 items. The results showed that the data were normally distributed and homogeneous with the chi-squarecount (10.390)

The character affects a person’s quality of life. Having a good character is expected to have the ability to improve his/her quality of life. This study aims to describe the characters of students, namely responsibility, curiosity/creativity, honesty, tolerance, perseverance, and discipline. This descriptive research utilizes indirect communication techniques in collecting data. The data collection tools used are in the form of character questionnaires. The student character questioners are developed based on validated character indicators with a value of 81% with decent character. Based on the results of the analysis of the character questionnaires data that was filled out by the students, it was found that the characters of responsibility, creativity, honesty, perseverance, and discipline were classified began to develop, and the character of tolerance was classified as seen. However, in general, the character of students is classified as began to develop.

This research aimed to investigate problem-solving ability (PSA) and creativity of students through physics learning with causalitic-thinking approach with scaffolding of type 2b. With the scaffolding, in learning, students have to determine all causes and predict all possible effects in a phenomenon, also give arguments how conditions of each cause so that each effect occur. However, the number of the causes and effects is informed and part of the causes, effects, and arguments also be given so the students only need to complete them. This research used method of experiment with control group design. As population were students of class XI MIA SMAN 3 Mataram year 2017/2018 while as sample were the students of class XI MIA 8 and XI MIA 9. Data of the PSA and creativity were taken by using one set of test instrument and respectively analyzed with t-test and U-test at significance level of 5%. The former test showed that tcounted is 12.621 with ttable of 2.004 which meant that the approach affected PSA of students. While, the latter one showed that zcounted is 6.69 with ztable of 1.96 which meant that the approach also affected creativity of students.

Peer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

Journal of Information and Learning, 33, 3, 101-107

ICT has transformed the conventional learning system into a modern learning system, demanding innovation in the delivery of learning. So that this study has the aim of developing, knowing the feasibility of online web-based learning and assessment tool in physics, as well as knowing students' learning results in the ICT media. This study research & development (R&D) method using Borg & Gall model. Which refers to the potential problem through data collection, product design, design validation, revision of product design, product testing, revision of usage. The feasibility testing of media and material was carried out by two material expert validators and two media expert validators with a small group trial conducted on students consisting of 13 respondents and large group trial conducted on students consisting of 40 respondents. We use online media for web-based learning and assessment tool in vocational high school for Physics subject, and the results of the study show that this application generates individual assignments, marks student responses, supplies students with the rapid feedback, and records student activities. The student activity log provides insight into student learning habits. Its a reference for assessment. This application meets the requirements as a learning media. The results of the validation by an expert material on online web-based learning and assessment tool gets a percentage of an average score of 82%, and the material gets a percentage of 81.33% criteria very feasible.

Se presenta un estudio de caso genérico (Merriam, 1998) que consta de dos partes. En la primera se compara el sistema simbólico utilizado en la presentación del concepto de flujo de campo eléctrico en los textos de electromagnetismo de nivel universitario básico con aquel utilizado en los textos de cálculo matemático en la presentación del teorema de Gauss. El modelo de codificación dual (Sadoski y Paivio, 2004) provee el marco teórico para el análisis. Los resultados muestran que existe bastante uniformidad en el uso de símbolos en cálculo y en física pero existen discrepancias entre las dos áreas. En la segunda parte, se detecta el grado de traducción simbólica-simbólica que logra un grupo de estudiantes antes de realizar problemas de física sobre el tema. Se sugiere que la falta de una buena interpretación de los símbolos puede contribuir inicialmente a dificultar la comprensión de la idea de flujo de los estudiantes. A generic case study as that defined by (Merriam, 1998) is presented here. In the first part of the work, the symbolic system used in basic electromagnetism books when presenting the concept of electric flux is compared with the symbolic system used in calculus books when presenting Gauss' Theorem. The analysis was guided by the Dual Coding Theory posed by Sadoski & Paivio (2004). The results show that, while there exists a great deal of uniformity within one area (Physics or Calculus), there exist discrepancies between areas. The second part of this work deals with the symbolic-symbolic translation that students are able to carry out when having learned Gauss Theorem with a symbolic system that is different from the one used in Physics. It is suggested that the lack of interpretation of what the symbols mean can initially contribute to hinder comprehension about the flux concept.

En este trabajo son utilizadas dos perspectivas teóricas del aprendizaje de la física para fundamentar el uso del ordenador. Ambas se centran en la construcción de conceptos científicos: la primera está asociada a la noción de cambio conceptual (CC), que presupone que el aprendizaje se da como sustitución de un concepto alternativo, que el aprendiz ya posee, por el concepto científico correspondiente; la segunda se refiere al desarrollo conceptual (DC), que resulta de un proceso continuo de integración conceptual, para el que el conocimiento intuitivo contribuye productivamente. A través de esas dos perspectivas teóricas fue posible identificar en la literatura específica algunas propuestas pertinentes, que fueron utilizadas para el diseño del sistema. Sus características guiaron la selección de los elementos necesarios para elaborar el diseño instruccional del sistema hypermedia "Fuerza & Movimiento", desarrollado para facilitar a los estudiantes la comprensión de algunos de los conceptos fundamentales de la mecánica básica. In this paper, we use two theoretical perspectives from physics learning in order to provide foundations to the use of computers. Both perspectives are centred on the construction of scientific concepts. The first one is associated to the idea of conceptual change (CC), which assumes that learning is a substitution of a scientific concept for a misconception that the learner already possesses. The second perspective refers to conceptual development (DC), which arises from a continual process of conceptual integration, in which intuitive knowledge productively contributes. Through these two theoretical perspectives, we were able to identify in the literature some relevant proposals, which were used to design the system. The perspectives guided the selection of the elements needed to elaborate the instructional design of the hypermedia system "Force & Movement". This system was developed to facilitate students' understanding of some of the fundamental concepts of basic mechanics.

This study aims to improve student learning outcomes by using the Natural Environment Approach. The research method is quantitative research with this type of research is the type of research used is comparative while the research design is a control group pretest-posttest design. Based on the discussion of the results of research in class XI SMA Negeri 8 Tikep, it can be concluded that the use of the Natural Environment Approach can significantly improve student learning outcomes compared to learning using a conventional approach. Statistically tested with t value of 3.742> 2.014 ttable value so that H0 is rejected and H1 is accepted, which means an increase in learning outcomes using the Approach of the Natural Environment. The magnitude of the increase in learning outcomes can be seen in the post-test average score of 58.90 in the control class and 79.56 in the experiment. Therefore. From the SPSS output, it is known that "Mean Differen" shows the difference between the average student learning outcomes of the control class and the experimental class is 9.06

Penelitian ini bertujuan untuk: (1) mengetahui kelayakan aplikasi Virtual PhysicsWorld sebagai media pembelajaran materi kesetimbangan benda tegar yang dihasilkan, (2) mengetahui kelayakan aplikasi Virtual PhysicsWorld yang dihasilkan untuk meningkatkan keterampilan penerapan fisika sehari-hari, (3) mengetahui peningkatan keterampilan penerapan ilmu fisika sehari-hari setelah menggunakan Virtual Physics World yang dihasilkan. Prosedur pengembangan menggunakan model pengembangan Allesi dan Trollip yang meliputi tahap perencanaan, desain, dan pengembangan. Ujicoba produk terdiri dari uji alfa dan uji beta. Uji alpha dilakukan oleh ahli media dan ahli materi yang masing-masing terdiri dari dua orang. Sedangkan uji beta dilakukan terhadap 27 siswa kelas XI SMA N 1 Yogyakarta. Penelitian ini menghasilkan Virtual Physics World yang memiliki (1) Kelayakan produk berdasarkan hasil validasi oleh ahli materi diperoleh skor rata-rata 3,47 (sangat layak) dan hasil validasi oleh ahli media diperoleh skor rata-rata 2,93 (layak). Sedangkan angket penilaian siswa terhadap produk mendapatkan skor rata-rata 3,82 (sangat layak), (2) Skor rata-rata keterampilan siswa mendapatkan nilai 82 untuk pre test dan 89 untuk post test . (3) terdapat peningkatan skor rata-rata post test terhadap pre test sebesar 7 poin. Sedangkan perhitungan N-Gain terhadap hasil tes siswa menunjukkan adanya peningkatan skor siswa dengan rincian 33% siswa pada kategori rendah, 60% siswa pada kategori sedang, dan 7% siswa pada kategori tinggi. Kata kunci : virtual physics world, pembelajaran fisika, keterampilan penerapan fisika DEVELOPING VIRTUAL PHYSICS WORLD AS INSTRUCTIONAL MEDIA OF STATIC MATERIAL TO IMPROVE DAILY PHYSICS APPLICATION PERFORMANCE Abstract The research aims to: (1) reveal the feasibility of the Virtual Physics World as instructional media in statics material that is produced, (2) reveal the feasibility of the Virtual Physics World that is produced to improve daily physics application of students’ performance, and (3) reveal the improvement of daily physics application of students’ performance after Virtual Physics World utilization. The developmental procedure is classified into planning, designing, and developing. Alfa test was done by media expert and content expert which each of it consists of two experts. Whereas beta test was done by 27 students grade XI SMA N 1 Yogyakarta. The research has produced Virtual Physics World which has (1) The result of feasibility assesment by content expert had score 3.47 (very feasible) and the result of feasibility assesment by media expert had score 2.93 (feasible). Whereas, the result of questionnaire by student had average score 3.82 (very feasible). (2)The average score of students performance on pretest is 82 and post-test is 89. (3)There is increase on post test score from pre-test score with the value 7. While N-Gain score of test data points out the increase of students’ score with details 33% students in low category, 60% students in average category, dan 7% students in high category. Keywords : Virtual Physics World, physics learning, physics application performance

The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students’ scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students’ responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students’ scientific creativity and responsibility at α = 5%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students’ scientific creativity and responsibility. Keywords: creative responsibility based teaching, physics learning, responsibility attitude, scientific creativity, first year students.

The problems of learning physics have experienced increasingly complex obstacles amid the demands of online learning due to the COVID-19 pandemic. The purpose of this study is to explain the basic physics learning process through an online system during a pandemic, by evaluating the Self-Regulated Learning (SRL) approach to Problem-solving Skills (PSS). Data were collected through distributing questionnaires, interviews and documentation studies, then analyzed. This study shows that the applied SRL has been implemented well, but has not been optimal in improving PSS in online Basic Physics learning. The unpreparedness of technological devices and the competence of educators and students become obstacles that result in difficulties in solving physics problems so that the expected results are not following the expected learning targets. Also, this study shows the difficulty of learning physics online during the pandemic. Thus, a responsive physics learning model is needed with conditions that allow the delivery of physics material to be well understood, even though it is delivered through digital media. This is a demand that needs the attention of all parties so that the achievement of online learning targets remains optimal and effective in increasing the problem-solving skills of students during the COVID-19 pandemic.

The purpose of the project was to explore how a learning study (LS) based on variation theory could support the development of playful physics learning in early childhood education. The study explored what patterns of variation used during a three-cycle LS challenged and developed children’s ways of discerning why a shadow occurred. The empirical material comprised a screening (n = 7), three video-documented interventions, and 78 individual pre- and post-test interviews (n = 39) at 4 - 5 years old. Three somewhat different patterns of variation were implemented within a playful frame in the three groups. The results indicate low and non/significant improvements in cycle A, somewhat higher and significant improvements in cycle B, and substantially higher and significant improvements in cycle C. The study indicates a promising ability to combine a playful approach with the variation theory perspective to stimulate children’s understanding of a quite advanced scientific phenomenon. The careful process of identifying potential critical aspects, the awareness of the relationship between the whole and its parts, and the concretization of simultaneity are discussed as key aspects of these findings.

This work is the result of an experiment carried out by the teacher / researcher, with students of classes of the 2nd and 3rd years of High School, of a Public School of the State network, located in Brazil, in the city of Diamantina, belonging to the State of Minas Gerais. Its main objective is to analyze how the use of new technologies in the classroom, such as the concept maps tool, can contribute both to teaching-learning physics and as an instrument to facilitate learning and evaluation. Thus, from the researches and studies, the conceptual maps tool was used as a facilitator tool in the evaluation, for the improvement in students' scores on the content of Physics. The methodology used in this research was defined as qualitative, based on an experimental and documentary study. The research was divided in two stages: in the first stage, the conceptual maps tool was used as a learning tool, comparing notes between two classes of the 2nd year (A and B), experimental and control. A total of 116 students participated during the first semester in 2014 and 2015. In the second stage, continuing research, conceptual maps were used as an evaluation tool in 3rd year classes (A and B), Experimental, verifying the effectiveness of this tool with the collaboration of three evaluating teachers in the content of Physics. A total of 45 students participated in the second phase, during two semesters, for the year 2015. The results, as well as the qualitative analysis of the process, showed that there was a significant advance in students' scores, both in relation to the first stage, As an instrument of comparison between the classes analyzed, and in relation to the second stage, insofar as they developed evaluations, using conceptual maps, as an evaluation tool in the content of Physics. Este trabalho é o resultado de uma experimentação realizada pela docente/pesquisadora, com alunos de turmas do 2º e 3º anos do Ensino Médio, de uma Escola Pública da rede Estadual, localizada no Brasil, na cidade de Diamantina, pertencente ao Estado de Minas Gerais. Tem como principal objetivo, analisar de que maneira a utilização de novas tecnologias em sala de aula, a exemplo da ferramenta mapas conceituais, podem contribuir tanto para o ensino-aprendizagem de Física quanto como instrumento facilitador da aprendizagem e da avaliação. Assim, a partir de pesquisas e estudos foi utilizada a ferramenta mapas conceituais como instrumento facilitador na avaliação, para a melhoria nas notas dos discentes no conteúdo de Física. A metodologia utilizada nessa pesquisa definiu-se como qualitativa, a partir de um estudo experimental e documental. A pesquisa foi dividida em duas etapas: na primeira etapa, utilizou-se da ferramenta mapas conceituais enquanto instrumento de aprendizagem, comparando notas entre duas turmas de 2º ano (A e B), experimental e controle. Participaram da pesquisa, nesta primeira etapa, 116 discentes, durante um semestre escolar, referentes aos anos de 2014 e 2015. Na segunda etapa, dando continuidade à pesquisa, utilizou-se da ferramenta mapas conceituais enquanto instrumento de avaliação, em turmas de 3º ano (A e B), experimental, verificando a eficácia dessa ferramenta com a colaboração de três docentes avaliadores no conteúdo de Física. Participaram da pesquisa, nesta segunda etapa, 45 discentes, durante dois semestres escolares, referente ao ano de 2015. Os resultados, bem como a análise qualitativa do processo, demonstraram que houve um avanço significativo nas notas dos discentes, tanto em relação à primeira etapa, como instrumento de comparação entre as turmas analisadas, quanto em relação à segunda etapa, na medida em que, estes desenvolveram avaliações, utilizando mapas conceituais, enquanto ferramenta avaliativa no conteúdo de Física.

The process of physics learning in MAN (Islamic senior high school) 2 Bandar Lampung which is still teacher-centered causes students to have low critical thinking skills. One learning model that can be used to overcome this problem is the Active Learning Based Interactive Conceptual Instructions (ALBICI) model which is equipped with Predict, Discuss, Explain, Observe, Discuss, Explore, Explain Tasks (PDEODE*E tasks). The purpose of this study is to determine the effectiveness of the ALBICI model with PDEODE*E tasks in improving students’ critical thinking skills on momentum and impulses subject material. The type of research used is quasi-experimental with 30 students of the class X1 as the experimental class and 30 students of class X2 as the control class. The results of data analysis using t-test at a significance level of 0.05 indicate that the ALBICI model with PDEODE*E tasks iseffective in improving students’ critical thinking skills. Furthermore, theobtainedeffect size of 0.6 indicates that the model's effectiveness falls into the medium category.

An understanding of concepts is very necessary in physics learning. It has been confirmed that often students have different understanding of scientific concepts, this term is what commonly called Misconception. Misconception is a problem that must be addressed immediately because misconception is one factor that causes students to experience difficulties in learning physics. This study aims to determine the effect of physics learning with the PDEODE model (predict-discuss-explain-observe-discuss-explain) assisted by virtual laboratory in the form of PhET simulation in remediating students’ misconceptions in the fluid material. This type of research is a Pre-Experimental One Group Pretest-Posttest design. The samples of this study were eleventh-grade science students of State Senior High School in Gadingrejo District, Lampung Province, taken through simple random sampling technique. The test used was in the form of a multi-tiered multiple-choice test of the four-tier diagnostic test with certainty response index (CRI) consisting of 20 items. The result of this study indicates that students' misconceptions decrease for all sub-concepts of fluid material. Based on the previously described statements, it can be concluded that physics learning based on virtual laboratory can remedy students' misconceptions, especially in fluid material.

Inculcating collaborative problem solving (hereinafter CPS) skills to help develop students' knowledge, especially for problem solving (PS) involved in the subject of physics is of utmost importance in the 21st century. It was on such grounds that in the present study, physics PS learning was innovated by engaging students’ generated animation within the recent CPS learning framework process. Next, the effectiveness of the steps in this innovative approach, which was developed as Lensmation CPS Module, in inculcating CPS skills was determined. Seventy respondents were involved in this quasi-experimental study, in which one treatment group was exposed to the module whereas the control group practised the conventional PS learning. In the course of completing their PS tasks, the students who were involved in this study had their CPS skills assessed using the CPS Proficiency Rubrics. MANOVA analysis revealed significant effects on CPS skills between the two groups. It is concluded that the innovative PS learning approach which tapped into students’ ICT literacy in physics CPS learning was effective in inculcating CPS skills among the students.

Learning Physics that most natural phenomena are required to understand knowledge contextually. This requires a scientific approach to science to improve and develop students' achievement knowledge. Increased knowledge of student concepts can be seen through. Learning Physics urgently requires process skills to improve students' knowledge. The purpose of this study is to determine the relationship of mastery of students' physics concepts. This research method uses literature review from previous research by using descriptive analysis based on variable regression. The results showed, the process of mastering students' physics concepts. This is done by each indicator. Effective for students' development and cognitive, psychomotoric, and affective Abstrak: Pembelajaran Fisika yang sebagian besar fenomena alam dituntut untuk memahami pengetahuan secara kontekstual. Hal ini memerlukan pendekatan sains secara ilmiah untuk meningkatkan dan mengembangkan pengetahuan yang dialami siswa. Peningkatan pengetahuan konsep siswa dapat dilihat melalui keterampilan proses sains siswa. Pembelajaran Fisika sangat memerlukan keterampilan proses sains untuk meningkatkan pengetahuan siswa. Tujuan penelitian adalah mengetahui hubungan keterampilan proses sains terhadap penguasaan konsep Fisika siswa. Metode penelitian ini menggunakan kajian literatur dari penelitian sebelumnya dengan menggunakan analisis deskriptif berdasarkan nilai regresi variabel. Hasil penelitian menunjukkan bahwa keterampilan proses sains berpengaruh terhadap penguasaan konsep Fisika siswa. Hal ini dipengaruhi oleh tiap indikator keterampilan proses sains yang mampu mengembangkan dan meningkatkan aspek kognitif, psikomotorik, dan afektif siswa.

The contents and appropriateness of instructional explanations in a worked example may determine the occurrence of the worked example effect. When a worked example involves principle-based information as instructional explanations, it may induce learners to spontaneously self-explain the subsequent solution steps and thereby enhance their performance. Advocates of minimally-guided instruction claim that scaffolded problem solving followed by direct instruction such as worked examples outperform the reverse sequencing instruction, entirely contradicting the expectation of cognitive load theory. Three experiments investigated the effects of worked examples involving principle-based information/guidance on physics learning and the accuracy of assertion made by the advocates of minimally-guided instruction using strictly randomized and controlled experimental designs. Experiment 1 investigated the effect of level and location of guidance in a worked example. The results demonstrated the overall advantage of an example-problem sequence over the reverse sequence and indicated that presenting instances of principle application in worked examples could facilitate learning for less knowledgeable learners. Experiment 2 investigated the performance of less knowledgeable learners who studied the same problem in the same learning phase except for the instructional form (i.e., worked example or problem solving) and solved the problem with or without principle-based guidance on immediate and delayed tests. The results demonstrated that principle guidance in the problem-solving phase of the problem-example sequence could reduce cognitive load relative to the equivalent condition without such guidance during the learning phase. However, this reduction of load did not translate to an advantage on other learning indicators in the problem-example sequence compared to the reverse sequence. Experiment 3 compared the effect of different levels of scaffolding in problem solving (from entirely independent problem solving to a problem with principle-based guidance and entire solution steps) followed by direct instruction (i.e., example-problem pairs). Although there were no differences between the groups on the immediate test, the results of the delayed test demonstrated that a condition with solution reflection activities following initial problem solving with the guidance was superior to initial problem solving without principle-based guidance. The worked example followed by direct instruction group also outperformed the group with entirely independent problem solving followed by the same direct instruction in learning retention. Accordingly, the assertions of the advocates of the benefits of minimally-guided problem-solving activities preceding direct instruction remain questionable according to the findings of the three experiments that favored the predictions of cognitive load theory.

This paper presents a study on the use of hypermedia for physics learning. Its starting point is a review of theoretical assumptions regarding educational hypermedia and a description of some specific learning difficulties in the physics domain. In order to explore the role to be played by hypermedia in alleviating these difficulties, an application dealing with information on energy was designed. The effects of hypermedia linking structure (network versus index) and selection task (conceptual versus superficial) were investigated. Results show that much tighter constraints on the learning situation seem to be needed in order for a hypermedia activity to contribute to learning in a complex domain, such as energy in physics., Cet article présente une étude sur l’utilisation d’hypermédia pour l’apprentissage de la physique. Son point de départ est un compte rendu des présuppositions concernant les hypermédias éducatifs et une description de quelques difficultés spécifiques dans l’apprentissage de la physique. Afin d’explorer le rôle potentiel à jouer par les hypermédias pour pallier ces difficultés, une application sur l’énergie a été conçue. Les effets de la structure de l’hypermédia (réseau versus index) et de la tâche (conceptuelle versus superficielle) sont étudiés. Les résultats montrent que des contraintes beaucoup plus strictes sur la situation d’apprentissage semblent nécessaires pour s’assurer qu’une activité avec un hypermédia contribue à l’apprentissage dans un domaine complexe tel que l’énergie en physique., De Vries Erica. Hypermédias et apprentissage de la physique : une familiarisation avec les termes d’une modélisation ?. In: Sciences et techniques éducatives, volume 7 n°2, 2000. pp. 313-332.

New technologies contribute to the learning process of scientific disciplines. In particular Physics learning may take advantage of these techniques by implementing experimental practices in simulation environments. Our presentation is made under the premise that computer simulations should not be used as substitutes for direct experience with physics apparatus. We are presenting here a set of two simulation based virtual laboratories to look into the empirical foundation of classical dynamics. The first practice is designed to revise the operational definition of inertial mass. The second practice proposes the determination of the dependence law of the interaction force between two cars on their distance separation. There are presented the experimental design and the results obtained in the implementation in a first Physics course at Universidad Tecnológica Nacional, Facultad Regional Córdoba, Argentina. publishedVersion Fil: Ré, Miguel Ángel. Universidad Tecnológica Nacional. Facultad Regional Córdoba; Argentina. Fil: Ré, Miguel Ángel. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentina. Fil: Giubergia, María Fernanda. Universidad Tecnológica Nacional. Facultad Regional Córdoba; Argentina. Otras Ciencias Físicas