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The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

"Marinyo" is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the "Marinyo" case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the "Marinyo" case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.

For students to be able to compete and overcome challenges in the future, critical thinking is essential. The study's descriptive methodology aims to describe the students' critical thinking abilities. Every high school in a South Sulawesi district made up the research population. Based on school accreditation, with the use of a proportionate stratified random sampling technique, 150 students were chosen to comprise the research sample. The test instrument used is an essay distributed online. The indicators for the description questions are interpretation, analysis, and interpretation thinking skills. According to the study's findings, students' critical thinking abilities in static fluid material have an average score in the medium category of 73.09. In terms of school accreditation, students' physics critical thinking abilities average 73.87 for schools with A accreditation, 72.43 for schools with B accreditation, and 68.47 for schools with C accreditation. The percentage of each indicator of critical thinking skills is 34.58 in inference, 33.70 in analysis, and 31.71 in interpretation. It is anticipated that this study will give a broad picture of students' critical thinking competencies for teachers to choose and implement the most suitable stimulus to aid students in developing their critical thinking abilities.

This study explores the development of an eye-tracking solution for paralyzed students, enabling them to access and utilize personal computers for their education. It relies on eye-tracking technology, enabling computer control through eye movements. The study followed four phases: problem analysis, solution development, evaluation, and documentation. In the analysis phase, the problem for developing a solution was defined based on the interviews with the instructor, the paralyzed student, and his parents. The iterative and incremental development process was followed in the development phase with four development cycles. At the end of this phase, an eye-tracking-based computer control system and design principles were obtained to develop such a system. During the evaluation phase, paralyzed student used the system for two semesters. The final phase documented design principles for further eye-tracking systems to support paralyzed individuals' academic lives. By adhering to these design principles, there is a need to develop and adapt more solutions and systems for the benefit of paralyzed people, enabling them to access and maintain their academic lives. The study highlights the potential of eye-tracking technology for paralyzed students and promotes the development of similar solutions.

The study aimed to assess the effectiveness of the Predict-Explain-Enact-Observe-Reflect (PEEOR) instructional strategy on general science students' conceptual understanding and motivation in the topic of motion and force. The research employed a pre-test post-test quasi-experimental design. The sample consisted of 107 general science summer, year II students from Woldia College of Teacher Education. Data collection involved a conceptual understanding test (comprising 15 questions) and a post-motivation questionnaire. The KR-20 reliability value for the conceptual understanding test was 0.75. The Cronbach Alpha (a) reliability coefficient for the scale was determined to be 0.84. Descriptive statistics and ANCOVA revealed the following: The PEEOR group (adjusted mean = 6.787) significantly outperformed the traditional group (adjusted mean = 5.134). The POE group (adjusted mean = 6.472) did not differ significantly from either PEEOR or the traditional group. Regarding student motivation: There was a statistically significant difference (p < 0.05) in post-test motivational questionnaire (PMQ) scores among the three groups. The F-statistic for this difference was 4.753. The study recommends that college physics teachers adopt the PEEOR instruction strategy. Additionally, the college and department heads of natural science should promote the potential benefits of this novel strategy among science educators.

The purpose of this study was to examine the relationship among pre-service science teachers' global scientific literacy and various variables within the scope of the structural equation model. Since the relations among the variables were investigated in the structural model established for this study, correlational research methodology was applied. The application was carried out with 294 pre-service teachers studying in the departments of chemistry, physics, biology and elementary science education of a state university. The data of the study were obtained with the scales of global scientific literacy, the perception of science process skills, the inquiry skills, the self-directed learning readiness in laboratory, the attitude scale towards the laboratory and the personal information questionnaire. Within the framework of structural equation modeling, the causal and relational analyses of the data were examined. The results showed that the proposed model of the relationship among global scientific literacy and the variables predicting global scientific literacy was also found to be compatible with the data, and the entire model was confirmed except for the attitude towards the laboratory. In this context, it can be claimed that these variables play an essential role in pre-service teachers' being global scientifically literate.

Strategic Intervention Material (SIM) is an instructional learner material developed to enhance the academic performance of low-performing students. This study aimed to develop e-SIM and investigate its effect on the student's academic performance and learning motivation in Newton's Laws of Motion. The participants were 40 students from Grade 12 ABM and HUMSS strands drawn from a private school in Valenzuela City, Philippines. A quasi-experimental design was utilized in this study using a one-group pre-test and post-test design since the study aims to measure the cause-and-effect of using e-SIM in learning physics. The quantitative data of this research was obtained through a motivational scale, concept test (pre-test and post-test), and e-SIM. The data was analyzed by average mean, p-value, and Wilcoxon Signed Ranks Test. According to the analysis result, there is a significant difference between the academic performance and learning motivation of the students using e-SIM. The use of e-SIM in enhancing academic performance and learning motivation in Newton's second law of motion is recommended.

GCSE examinations (taken by students aged 16 years in England) are not intended to be speeded (i.e. to be partly a test of how quickly students can answer questions). However, there has been little research exploring this. The aim of this research was to explore the speededness of past GCSE written examinations, using only the data from scored responses to items from a sample of 340 GCSE components. Speededness was calculated as the average (mean) percentage marks lost from the longest string of unanswered items at the end of each student's examination paper. The potential impact of student ability on examination completion patterns was taken into account. The data suggested that most GCSEs analysed were unlikely to have been speeded. This method of exploring the speededness of exams using only scored responses has potential (although there are limitations), and it can flag potentially problematic components for further investigation.

Assessment for learning (AFL) is a pedagogical approach that enhances student learning outcomes through high-quality feedback. This study investigates the effectiveness of integrating the feedback loop model (FLM) with AFL to improve students' engagement and understanding of physics, specifically in kinematics and motion dynamics. The study employs a mixed-methods research design, combining quantitative and qualitative data to assess the impact of the FLM-based AFL approach. A one-group pretest-posttest design was used, supported by research instruments that measured student engagement and their conceptual grasp of physics. The findings indicate that integrating FLM into AFL led to significant improvements, evidenced by Cohen's effect size of 1.91, highlighting a substantial impact on student learning. These results affirm that FLM-based AFL positively affects student engagement and understanding of physics. The study contributes to the existing research on effective assessment methods, providing valuable insights for educators and policymakers in developing enhanced assessment and teaching strategies. This study emphasizes the potential benefits of incorporating FLM-based AFL in diverse educational settings to elevate student learning experiences and outcomes.

Alternative conceptions become obstacles in physics. However, it is difficult to find instruments that can identify students' alternative conceptions, especially in gases kinetic theory (DIGaKiT). The purpose of this research was to development of diagnostic instrument of DIGaKiT in identifying students' alternative conceptions by Rasch analysis model. The research method used the defining, designing, developing, and disseminating (4D). The samples are 31 students (12 male students and 19 female students, their ages were typically 16 years old) at one of the senior high schools at Belitung. Rasch analysis was used to identify the validity, reliability, and distribution of students' alternative conceptions. The result is that the level of validity and reliability of the instrument is in a good category. Meanwhile, alternative conceptions of the kinetic theory of gases can be identified in all questions, and the questions with the highest alternative conceptions are questions with code Q11 (77%) and the lowest are questions with codes Q1, Q5, and Q6 (4%). Therefore, teachers must design learning processes that can reduce students' alternative conceptions of the kinetic theory of gases material.

Despite the importance of physics practical work in higher education, its implementation is often hampered by various constraints and problems. Technology, such as learning management systems (LMS) and mobile learning, can offer solutions to some of these problems and enrich students' learning experiences. Therefore, this research proposes a model called Practical Works in Physics via Mobile Learning and LMS (PWP-MLMS) that exploits features of LMSs and mobile devices to overcome specific challenges encountered in physics practical works and improve students' performance in these works. The model was designed, validated, and evaluated within the teaching context of a Moroccan university. To assess the model's effectiveness, 128 students in the Bachelor of Education, Physics-Chemistry specialization were randomly divided into two groups of 64 students each: an experimental group using the model for practical work on the topic of rectification and filtering in the electronics module, and a control group following the conventional method for the same practical work. The results of the evaluation showed that the proposed model can significantly reduce the time required to complete the practical work, have a positive influence on the students' technical skills, and improve the quality of their laboratory reports.

This study focused on developing physics test instruments for senior high school students on the topics of temperature and heat. The study aimed to determine (i) the quality of the test instrument content, (ii) the feasibility of the test instrument, and (iii) students' graphic representation abilities on "Temperature and Heat" topics. The test instrument development went through three stages, namely test design, testing, and test assembly. The test instrument was tested in the Science Class XII of the Public Senior High School 5 Yogyakarta with a total of 195 students as research subjects. The item analyzes in this study included analysis of model validity, reliability, level of difficulty, and level of students' ability. The research results showed that the test instrument for the graphical representation of "Temperature and Heat" topics had good content quality but still needed to be improved. The feasibility of the graphic representation test instrument showed that there were seven items that were declared valid and reliable even though the items tested did not conform to the "Rasch" model. However, these seven items were still suitable for use on a wide scale to measure graphical representations of "Temperature and Heat" topics. Finally, in the analysis of students' abilities regarding graphical representation individually, the largest percentage was in the low category, while, overall, the students' abilities level was classified as medium. Thus, it was necessary to improve question items that involve graphical representation that meet the criteria for good, valid, and reliable question items, and can improve students' graphic representation abilities.

In order to effectively learn physics, students need to be actively involved in problem solving. The purpose of this study was to evaluate the relationship between students' metacognitive awareness and their problem solving strategies in physics. Conceptual framework was based on Polya's problem solving strategies and Shraw and Dennison's metacognitive awareness theory. Correlational design including both quantitative and qualitative data collection methods was carried out for this research. The participants of the research consisted of 30 high school students. Data were collected by using Metacognitive Awareness Inventory and Physics Problem Solving Assessment. The first conclusion drawn from this research is that high school students have high metacognitive awareness. Second, students are not very good at in physics problem solving strategies. Third, metacognitive awareness can have impact on problem solving strategies in physics. Fourth, looking back-reflection stage is the problem solving strategy that is affected by the dimensions of metacognitive awareness most. Finally, procedural knowledge and monitoring dimensions of metacognitive awareness have critical roles in physics problem solving strategies. Reflection of metacognitive awareness to problem solving strategies and especially using procedural knowledge and monitoring during problem solving are important strategies that need to be emphasized and encouraged in teaching and learning science.

Various similar primary studies report varying impacts of applying blended problem-based learning (Blended PBL) in improving students' 21st-century skills. This study aims to group similar studies on the effect of blended PBL on students' 21st-century skills in science learning through meta-analysis. In addition, studies were analyzed on variations in models, education levels, subjects, and 4C skills. There are 44 articles worth analyzing. The data was analyzed using Excel and JASP applications by presenting results in size effect values, forest plots, and published bias tests. The results of the analysis show that science learning with blended PBL improves 21st-century skills that are better at science learning than other learning (g = 0.617, 95% Cl 0.296-0.937, p < 0.001, I[superscript 2] = 96.861%). Analysis of moderator variables showed that in the variation model, level of education, subjects, and 4C skills, there was a significant effect. These findings confirm that blended PBL is efficiently used to train students' 21st-century skills in science learning.

This study investigated the impact of Open Educational Resources (OER) on the professional development of Bhutanese Physics teachers. Collaborating with partner institutions in Tanzania, Nigeria and India, Samtse College of Education developed and implemented three physics modules: Force and Motion; Work, Power and Energy; and Electromagnetism. These OER incorporate activity-based learning, technology integration, Universal Design for Learning (UDL) and design thinking principles. A mixed-methods approach, including pre-test and post-test scores, lesson plans, reflections, and interviews were used to assess the impact of OER on teacher's Subject Matter Knowledge (SMK), Pedagogical Content Knowledge (PCK) and General Pedagogy Knowledge (GPK). Additionally, the study examined a Community of Practice (CoP) on Telegram to understand knowledge sharing within the community. The findings revealed that most teachers demonstrated improved proficiency level after using OER, thus positively impacting their professional development by enhancing content knowledge, technological skills, and pedagogical practices. However, some teachers require further enhancement in SMK and PCK especially in Work, Energy and Power and Electromagnetism modules. The use of CoP proved valuable for knowledge sharing and collaboration. The study recommends educational institutions support the Continuous Professional Development (CPD) of Physics teachers by providing access to OER for their use and additional resources to enhance their SMK and PCK.

The current study measures the extent to which students' self-regulated learning tactics and learning outcomes change as the result of a deliberate, data-driven improvement in the learning design of mastery-based online learning modules. In the original design, students were required to attempt the assessment once before being allowed to access the learning material. The improved design gave students the choice to skip the first attempt and access the learning material directly. Student learning tactics were measured using a multi-level clustering and process mining algorithm, and a quasi-experiment design was implemented to remove or reduce differences in extraneous factors, including content being covered, time of implementation, and naturally occurring fluctuations in student learning tactics. The analysis suggests that most students who chose to skip the first attempt were effectively self-regulating their learning and were thus successful in learning from the instructional materials. Students who would have failed the first attempt were much more likely to skip it than those who would have passed the first attempt. The new design also resulted in a small improvement in learning outcome and median learning time. The study demonstrates the creation of a closed loop between learning design and learning analytics: first, using learning analytics to inform improvements to the learning design, then assessing the effectiveness and impact of the improvements.

Modern society is complex and ever-changing. To adapt to this situation, the level of education must be continuously enhanced, and college students who are about to enter society are the group that needs the most attention. As a creative and effective teaching organizational form and teaching strategy, the cooperative learning method plays an important role in education and teaching. This article research aims to achieve the following two goals: (1) Compare students' learning abilities after the cooperative learning method and traditional teaching method. (2) Compare students' core competencies after the cooperative learning method and traditional teaching method. The participants in this study were students studying physics at Guangxi Normal University for Nationalities in China. It includes a control group consisting of 30 students and an experimental group consisting of 30 students. The research tool used a Likert scale question, and the data were analyzed using normal distribution and standard deviation. The research results show that students' learning ability and core competencies after the cooperative learning method are better than traditional teaching method (P<0.01).

The intricacy of real-world challenges in project-based geoscience learning is complex to assess with a STEM approach; hence, research into an effective model is necessary to address current issues in education. Understanding the role of STEM in resolving challenging real-world issues requires integrating STEM literacy that is appropriate for geoscience education. This study examines the effectiveness of the Project-Based Geoscience Learning (PJBGL) model in enhancing STEM literacy. By integrating project-based learning with geoscience, the aim is to create an interactive and immersive learning environment. The study seeks to contribute to knowledge about the effectiveness of this model compared to the conventional model. The aim was to evaluate the PJBGL model's impact on students' literacy, particularly in the geosciences. The study utilized a pretest-posttest control group design with 33 students, 19 in the experimental group and 14 in the control group, collecting STEM literacy data using a test instrument and analyzing the data with the Mann-Whitney test. Effect Size calculation using Cohen's d and increased STEM literacy was tested with the N-Gain formula. The research results show that the PJBGL model is more effective in increasing STEM literacy in geoscience learning than the conventional learning model. This finding holds implications for educators and curriculum developers seeking innovative strategies to cultivate students' STEM literacy

A central objective of science education is to foster a profound comprehension of fundamental scientific principles among students. Research has shown that a highly integrated knowledge structure is a key factor in achieving a deep understanding. This research has developed a friction force conceptual framework to model students' different understandings of friction force from a knowledge integration perspective. Utilizing the established conceptual framework, this study devised and implemented an evaluation of friction force among a cohort of 598 grade-10 students in China. The assessment outcomes were then analyzed quantitatively and qualitatively. The results show that the conceptual framework model effectively represents the knowledge structures of students at different levels of knowledge integration, and the students' understanding of friction force can be divided into three levels: novice, intermediate, and expert. Furthermore, emphasizing the passivity of friction force can help students gain a deeper understanding of the concept of friction force, thereby forming a more comprehensive knowledge structure. This study provides an effective strategy for students to progress from novices to experts.

In the current study, an engineering design-based STEM activity was designed and implemented for 5th graders. The current activity is expected to provide guidance and perspective to teachers (practitioners) in designing and implementing an activity based on design-based learning, STEM activity, and engineering design process (EDP). At the same time, during the implementation of the activity, teachers and students experienced a STEM activity based on the EDP. In the fall semester of the 2022-2023 academic year, this STEM activity based on the engineering design process was planned for Friction force and water resistance in the 5th-grade middle school science course. Then, the activity was implemented in a class of 21 students. The activity was implemented in three class hours. This activity, titled "Let's Design a Water Slide Boat," aimed at designing a water slide boat that would be least affected by water resistance and friction force to improve students' engineering and design skills. This activity was based on NGSS and the objectives and outcomes set in the 5th-grade science curriculum of the Turkish Ministry of National Education.

Physics and mathematics represent closely intertwined fields, wherein physicists employ mathematical modeling to address intricate problems. A challenge encountered by physicists involves bridging conceptual understanding with mathematical equations, a task that educators can facilitate by supporting students in navigating these two realms of comprehension. Mathematical modeling has exhibited potential in assisting students in recognizing that the domains of physics and mathematics are not insurmountably complex. The present study investigated the capability of science preservice teachers (PSTs) enrolled in an introductory physics course to resolve real-life physics problems by adhering to the stages of mathematical modeling. Data were gathered through the Interdisciplinary Modeling Eliciting Activity, allowing students to collaboratively discuss problems and devise solutions. Analysis was executed utilizing the interdisciplinary mathematical modeling (IMM) framework. The activity provided an inclusive platform for all students, including those who typically remained reticent during classes, to actively participate in group discussions and articulate their ideas. Despite the successful navigation of the problem with the guidance of the IMM framework, groups encountered challenges in certain tasks such as parsing/grouping and generating a context. Overall, the study demonstrated promise in augmenting PSTs' enthusiasm for physics and enhancing their comprehension of mathematical models within the discipline.

Students' physics self-efficacy, interest, and identity in introductory courses can influence their outcomes in that course and their future career aspirations. A lot of work has focused on the role these motivational beliefs play in students' outcomes without attention to the role the perception of the inclusiveness of the learning environment plays in shaping these beliefs. This study used a validated survey instrument to probe the motivational outcomes of 873 students at the end of a two-semester mandatory introductory physics course primarily for bioscience majors, in which women make up 62% of the class. We investigated how the perception of the inclusiveness of the learning environment (perceived recognition, peer interaction, and belonging) predicts male and female students' motivational outcomes, including their physics self-efficacy, interest, and identity. We found that these motivational beliefs were lower for women and the perception of the inclusiveness of the learning environment plays a major role in explaining these motivational outcomes. These findings can be useful in providing support and creating an equitable and inclusive learning environment to help all students excel in algebra-based physics courses for bioscience majors.

The world lived through a pandemic over the 2020-2022 period, which forced drastic changes in every sector and every aspect of our lives. One such change in the education sector was the immediate shift to online learning as educational institutions across the world responded to the pandemic. Educational institutions in Trinidad & Tobago, like everywhere else shifted from face-to-face to online instruction in all courses and programmes, including physics. While the conduct of physics lessons through virtual classrooms may have several advantages, it is not without disadvantages. The latter resulted in challenges, especially for students, and it is important for us to understand how students experienced and managed their learning in the fully online environment. The aim of this phenomenological study is to capture and describe the experiences of students in online physics learning in a virtual classroom--specifically their experiences in, preparing for online physics learning, managing learning in the virtual physics classroom and benefiting from opportunities in online physics learning. Three major themes emerged from this study--students' readiness for online learning, students' challenges during online learning and the role of follow through facilitation after online lessons. Despite their preparations, students encountered challenges such as network connectivity, reliability of supporting systems and distractions in their learning environment at home, but they were optimistic, that the reality presented them with opportunities to improve their technological competencies and to maximize their online learning experiences as they engaged in the learning of physics concepts in a non-traditional way.

With the prominence of assessments in education, there is an increasing need to create new forms of assessment that more accurately reflect the needs of the entire student population, particularly neurodivergent learners. To address this challenge, this paper explores the potential for using eye tracking data in a game-based learning environment to assess student's implicit knowledge. Data was collected from a sample of 66 neurodivergent college students playing the physics game Impulse while their eye movements and game play behaviors were recorded. The results indicate that gaze allocation patterns were predictive of students' physics knowledge and aligned with previously identified behavior indicators of learning. These findings provide evidence for further development of eye movement-based assessments in computer-based instruction and demonstrate how these data can be collected, organized, and analyzed.

The aim of this research is to explore the system of knowledge of the Lebanese secondary physics teachers that affects the selection and integration of educational resources. This teachers' knowledge was studied through their pedagogical and technological pedagogical content knowledge (PCK and TPCK) concerning instructional strategies, students understanding, curricula, and curriculum materials, including technology that is mobilized in their practice. For this aim, a qualitative approach was employed, and four physics teachers purposefully selected from four secondary schools participated in this study. Classroom observations and interviews were used as research data collection tools. The data analysis revealed that the system of the different teachers' knowledge studied in this research could be seen as a whole, while one system of knowledge was highly related to another. This study, hence, called these consistent knowledge systems "nested knowledge system." This study also showed that this "nested knowledge system" determines teachers' didactical decisions in general and influences the selection and integration of resources in particular. It also revealed that misconceptions are persistent and cannot be changed easily. Moreover, the context of the teaching-learning process reshapes the teacher's knowledge about students' understanding, which is the only knowledge that shows inconsistency between intended and operational practice. In addition, it showed that teachers' knowledge about students' understanding (PCK/U) has a significant effect on teachers' knowledge about curricula and instructional strategies (TPACK/C & TPACK/S).

This study aims to reconstruct Grade 11 students' misconceptions about force through the Conceptual Change Model (CCM) making use of Predict, Discuss, Explain, Observe, Discuss, Explore, Explain (PDEODEE) tasks. This study was conducted using a mixedmethod approach. The participants in this study were 65 students (33 students in the experiment class--13 males and 20 females, and 32 students in the control class--12 males and 20 females) from a high school in Bandung, Indonesia. The instrument test used is the Four-Tier Test-formed Force Concept Inventory (4TT-FCI) with 8 question items. Three analyses were carried out: an analysis of students' misconception profiles during the pre-test and post-test, the reconstruction of students' misconceptions analysed based on percentage and codification using Great Change (GC), Not Change (NC), and Un-Great Change (U-GC). The improvement in students' conception was carried out using N-Gain with three categories (Low, Moderate, and High). The results show that the students' conception profile during the pre-test and post-test still detects misconceptions. However, these misconceptions can be ameliorated using CCM with PDEODEE tasks because the highest conceptual change is in the Misconceptions category (GC= 34.5) and the lowest is in the Un-Code category (U-GC= 2.4). The increase in the correctness of the conception was measured in the experimental class at 0.73 (High category), and the control class is 0.42 (Moderate Category).

This study aims to develop, implement, and evaluate an instructional design model to enhance the pedagogical content knowledge (PCK) of physics student teachers. Model development is accomplished in five stages over two years: 1) problem identification, 2) preliminary identification of the product and design concepts, 3) preliminary theories and products, 4) prototypes and assessments of early products and theories, and 5) final product and theory quality improvement. This study included three sets of participants: four professional teachers, four science education experts, and 54 physics student teachers. Following validation, revision, and implementation, it was determined that the Concept Mapping Content Representation--Lesson Study (CoMCoRe-LS) model was beneficial in enhancing pre-service teachers' PCK. This study demonstrates an increase in student teachers' capacity to plan and implement courses, regardless of whether they have a strong or weak conceptual understanding. This model may serve as an alternative for assisting pre-service teachers in building PCK while enrolled in courses that combine classroom lectures and internships in schools.

This research aims to design immersive virtual reality with cognitive conflict to support practical learning of quantum physics. This type of research is design research through the stages of needs analysis, product design, validity test, and practicality test. The needs analysis used questionnaire sheets distributed with Google Forms and obtained from 97 students. Immersive virtual reality design was developed by utilizing the Blender and Unity applications in the form of Android Package Kit (APK) format installed on virtual reality devices. The validity test involved six experts using validity instruments, and the practicality test involved nine students using practicality instruments. The validity test results on the learning and material indicators obtained a value of 0.89 in the valid category. A validity value of 0.95 was obtained in the valid category of the media aspect indicator. The average overall practicality score of the ease of use, display, design efficiency, and benefits indicators was 92 in the very practical category. The novelty of these research results is that they combine immersive virtual reality with cognitive conflict models applied to quantum physics learning that have been tested to be valid and practical.

The evolution of learning design continues, focusing on blended laboratory approaches incorporating technology. The Sophisticated Thinking Laboratory (STB-LAB) and Gather Town are key tools in implementing collaborative learning in this context. This study assesses the effectiveness of blended laboratory implementation using STB-LAB and Gather Town as a gamification tool, utilizing the Assessment Based on Teaching and Learning Trajectory (AABTLT) with Student Activity Sheets (SAS). The results reveal the successful execution of STB-LAB syntax in blended laboratory activities. Additionally, STB-LAB and Gather Town significantly enhance students' collaborative skills, as indicated by a substantial Cohen's D Effect Size. For physics education majors, the effect size is 1.736 in the experiment group and 0.754 in the control group, while for biology education majors, it is 1.522 in the experiment group and 0.541 in the control group. This study highlights the positive impact of blended laboratories with STB-LAB and Gather Town on collaborative skill development, further emphasizing the role of technology in contemporary learning design. [Note: The page range (66-77) shown on the PDF citation is incorrect. The correct page range is 67-78.]

The paper describes the results of a study whose main aim was to find the interrelationship between pupils' school grades in Czech language (native), mathematics, and physics and pupils' cognitive predispositions to problem-solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. A total of 180 pupils from the Czech Republic aged 14-15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2 and between those assessed by grades 3 or 4. Pupils' performance in the two tests might help to strengthen the objectivization of grading at school. They might also help identify the indicators important for developing problem-solving skills. The research specifically points to the need to develop algebraic thinking, the conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning, and the ability to control variables.

Multiple representations are widely recognized for their significant role in concept learning. This study aimed to investigate the multiple representation translation skills of high school students at different grade levels about the concept of one-dimensional motion. 239 9th, 10th, and 11th-grade students participated in the study using a developmental research model. The data collection tool consisted of questions that required translating figures, tables, graphs, verbal explanations, and algebraic representations into other representation types in a multiple-representation translation test focusing on one-dimensional motion. Data analysis involved evaluating the translation among representations for each category and analyzing the multiple representation translation skills across different grade levels using one-way analysis of variance (ANOVA). The results revealed that students successfully translated from figure, table, and graphical representations to other forms while encountering challenges in translation from verbal and algebraic representations. Furthermore, the ANOVA results indicated a significant difference between the 9th and 11th grades, favoring the 11th grade.

This article provides a detailed analysis of the various methods used in physics classrooms to teach oscillation and its related concepts. We thoroughly searched reputable databases, including Scopus and Web of Science. We analyzed 50 articles published between 2018 and 2023 using content analysis techniques such as elimination, classification, and grouping into themes. Our unit of analysis was the articles' methods, results, and conclusions. The results of this study are: (1) The trends in the development of research on the topic of oscillation and its derivatives from 2018 to 2023 indicate a declining interest. (2) During the period from 2018 to 2023, Indonesia emerged as the primary contributor to research on the topic of oscillation; (3) From 2018 to 2023, researchers predominantly focused on the topic of pendulum in the field of oscillation research (4) The most prevalent method for imparting oscillation content and its derivatives employed by researchers between 2018 and 2023 was experimentation, and (5) The most prevalent type of empirical research conducted on the topic of oscillation between 2018 and 2023 was pure research involving laboratory experiments. This systematic literature review is a foundation for developing various learning tools such as teaching materials, technology-based instructional media development, and primarily instruments related to oscillation and its derivatives. Overall, this systematic review highlights the need for more research on effective teaching methods for oscillation and provides practical insights for educators and researchers alike.

An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students' answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.

This study aimed to investigate the perception of STEM students (n = 147) on using mobile Augmented Reality (AR) across gender and learning styles in physics online classes. It utilized embedded mixed-method research and purposive sampling. An instrument named Students Perception in Integrating Mobile AR in Physics Class was developed and has undergone a series of validations such as item generation from literature review, content validation, cognitive interview, pilot testing, and exploratory factor analysis revealing two factors, CFA with indices that are of acceptable value, and good Cronbach alpha ([alpha] = 0.86) for reliability. Mean, standard deviation, percentages, two samples t-test, and thematic analysis were used to analyze the data. Results revealed that all students have a source of internet connection as well as a device to use and most of them have a very stable to somewhat stable internet connection. Positive feedback was shown in terms of overall learning experience and perception across gender and learning styles. However, in terms of overall usability, females have more ease of use compared to males and kinesthetic learners only have a positive response. It was also found that there is no significant difference across gender. Moreover, the integration of AR in a physics lesson has received excellent responses from both students with and without prior experience in a classroom setting. All of the difficulties the students encountered were technological in nature. There are also opportunities to improve the integration of mobile AR in the technical and learning process. These results suggest that teachers should integrate mobile AR in online physics classes but should consider factors such as Internet connection, device, gender, and learning styles in developing the application.

This study examined the impact on the motivation of students toward learning physics upon applying the Nikola Tesla Center (NTC) learning system. The research was conducted using a quasi-experiment with a pretest-posttest non-equivalent control group design. The participants considered were a large group of 1371 students, from various grades and mixed genres, selected from the same district in Serbia. The instrument of this research was the students' motivation toward science learning (SMTSL), which has been adapted to measure the motivation of students and their learning strategies for physics. Statistical analysis included calculations of Cronbach alpha, chi-square, Kolmogorov-Smirnov (KS) test, independent Samples t-test and ANCOVA, and Pearson correlation test. The study found that using the NTC learning system had a positive effect on students' motivation to learn physics. The experimental group had significantly higher scores on various subscales of motivation such as self-efficacy, active learning strategy, physics learning value, performance goal, and learning environmental stimulation compared to the control group. The research results determined that the NTC learning system is an effective method for promoting motivation of students toward learning physics and it can be recommended for implementation in schools.

This research is a needs analysis study aimed at developing a curriculum based on an interdisciplinary context-based learning approach within the 10th-grade physics course, focusing on the electricity and magnetism unit. The research was designed according to the case study model and data were collected from expert, teacher, and student sample groups through questionnaires and interview forms. Descriptive statistics were utilized for quantitative data analysis, while content analysis technique was employed for qualitative data. The results indicated that the physics curriculum continued to maintain a disciplinary perspective and a classical understanding of physics, with insufficient connection with daily life and adaptation to contemporary conditions. Similar results were identified in the 10th-grade physics textbooks and in-class instructional practices concerning the unit of electricity and magnetism. In this respect, the research identified the needs for developing a curriculum based on an interdisciplinary context-based learning approach to address these negative results. These needs, while enhancing interdisciplinary context-based understanding, can also contribute to the emergence of various opportunities and different perspectives in physics education. It is recommended to identify needs in other subfields of physics as well and develop curricula designed with an interdisciplinary context-based approach for more effective and efficient physics education.

Pedagogical content knowledge (PCK) is considered an important ingredient in shaping classroom practice. PCK requires valid measurement at domain-specific level on different components excluding the teaching context. While the research focuses on measuring the PCK of unqualified teachers and pre-service teachers, the description of qualified teachers' domain-specific PCK is often overlooked. The purpose of this study was to measure quantitatively the domain-specific PCK of qualified physics teachers focusing on the five PCK components: content knowledge, pedagogical knowledge, assessment knowledge, knowledge of students and curricular knowledge. Data were collected through the paper-and pencil PCK test that was responded to by 87 Physics teachers teaching the last two years of secondary school. Data were analyzed using the Extended Rasch Model and descriptive statistics. The results revealed that Physics teachers have a low PCK in general and low levels of PCK components, the lowest being content knowledge. The study recommends regular refresher workshops for qualified teachers focused on developing different PCK components, with more emphasis on content knowledge.

Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs--self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.

The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific databases (Scopus, ERIC, DOAJ, Google Scholar) that met the inclusion criteria. The findings indicate that using mobile technology has a significant effect on student performance in physics compared to without mobile learning. Moderator analysis revealed differences in the effects of mobile learning on physics learning outcomes based on sample size, academic level, gender composition, learning media type, learning model type, learning outcome type, and measurement instrument type. However, no effect difference was observed in country status, publication year, sampling technique, and physics content. No publication bias was found in this study. Overall, the study suggests that mobile learning has a strong positive effect on student achievement in physics.

To investigate students' interest in physics, this study explores the impact of a brief teaching intervention on the increase of interest. The intervention focused on modern physics, specifically exploring Einstein's theory of gravity and the dual nature of light. A total of 325 Greek students participated in the survey, comprising 83 students in the 6 th grade (11-12 years old), 116 students in the 9 th grade (14-15 years old), and 126 students in the 11th grade (16-17 years old). Participants completed a questionnaire, which helped determine the average level of interest before and after the teaching. The findings indicate that teaching modern physics concepts contributes to the development of students' interest. However, there is an observed decline in interest as the educational level advances, a pattern persisting despite the introduction of Einsteinian physics concepts.

Learning activities related to students' real-life experiences may create meaningful learning. Integrating traditional games into the physics classroom can reconstruct local knowledge into scientific knowledge. The use of technology can affect student learning achievement. One of the technologies currently attracting attention is Augmented reality (AR). This study investigates the impact of AR-integrated traditional games Nglarak Blarak on students' critical thinking and graphical representation skills. In this study, a quasi-experimental design was used, consisting of 62 10th junior high school students. Class A completed the "work and energy" concept of their physics learning using AR technology, while class B used PowerPoint and textbooks. Class A students had higher critical thinking and graphical representation skills scores than those in class B. In addition, it was found that the critical thinking and graphical representation skills of students in class A who used AR technology showed a significant correlation. The results of this study can be used as a reference for integrating technology and indigenous knowledge in physics learning.

Integrating local culture in physics lessons may encourage the development of creative thinking and problem-solving skills. This research aims at examining the effectiveness of the implementation of the creative physics problem solving model based on the local culture of Yaaqowiyu (Cripics-Qu) to improve student's creative thinking and problem-solving skills. This research employed a quasi experimental non-equivalent control group design. The experimental class was given treatment using the Cripics-Qu model, while the control class utilized the conventional learning model. The research samples were 120 students of grade X. The sampling technique employed was a cluster sampling technique. The data were collected using tests instrument. The instrument validity was determined based on the Aiken index while instrument reliability was measured based on Cronbach's alpha coefficient. The data were analyzed by using manova and quantitative descriptive. The results of this research indicate that there is a significant difference on the average value of the creative thinking and problem-solving skills between the experimental class and the control class (sig = 0.00 ? [alpha]). The conclusion of this research shows that the use of the Cripics-Qu model in physics learning is very effective in improving students' creative thinking and problem-solving skills.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Recent research has indicated that the utilization of digital technologies among Nepal's secondary school teachers is minimal. A multiple case study research design was employed to explore how Physics teachers at the secondary level utilized digital technologies for teaching Physics and the challenges they encountered in adopting new instructional tools. The study revealed that Physics teachers occasionally incorporated YouTube videos to aid in explaining complex concepts. However, the abundance of digital resources available for Physics classes remains significantly underutilized. Furthermore, students were not encouraged to engage in collaborative learning and communication platforms. Nepal's Physics teachers faced various challenges, such as time constraints, in utilizing digital technologies for teaching purposes. These findings highlight the need for greater support and resources to assist teachers in overcoming these challenges and effectively integrating digital technologies into the classroom. This research provides valuable insights into the level of integration of digital technology in the classrooms of teachers who have access to digital resources and possess the necessary skills to use them effectively.

The purpose of this study was to identify the the factors that influenced pre-service teachers' perceptions of their abilities to solve structured physics problems. 1185 pre-service teachers from different disciplines, enrolled in physics courses in one Turkish University from 2008 to 2017 participated in a descriptive survey. The factors influencing the pre-service r physics problem-solving abilities, ranking from most to least, were as follows: personal characteristics; quality of secondary or university physics teaching; secondary school physics education, and physics learning environment. The study implies the need for: (i) equal opportunities; (ii) knowledge integration; and (iii) learning affordances, which are relevant not only to Turkey but also to worldwide physics education.

During the pandemic and lockdown situations of the last few years, we transitioned to online, physical, and hybrid education approaches at various times. We had difficulty teaching multiple calculus and analytical geometry units online. In light of the current situation, a graphical user interface (GUI) teaching tool has been developed to teach university students many plane curve modules through a flipped classroom. With a few inputs and a single click as output, these executable spreadsheets can assist physics and mathematics students in practising several principles of analytical geometry. Spreadsheets can readily draw planes in three-dimensional geometry due to their widespread use. Some online vector GUIs present the results; however, this GUI conveniently illustrates the plot. The well-designed user interface also helps create new questions with answer keys and gives access to the teachers of physics and mathematics, which can make online teaching very easy. The effectiveness of this GUI was checked through Kolmogorov-Smirnov and Shapiro-Wilk tests, and a good agreement has been found in the results.

This study aims to develop an online test that can be used to characterize students' conception of objects in static fluid. The test developed by carried out several stages, namely: modified previous essay test and formed the Tier-1 of multiple-choice questions with options taken from the findings previous studies; combined the reasons for choosing options in Tryout-1 and the findings of previous studies for forming Tier-2; expert validation process; refinement process, readability test tryout with revisions; data collection involving 318 pre-service elementary school teachers to characterize the online test based on item response theory; and revised some items. Rasch analysis was implemented to characterized the test and subjects. The developed test consists of 23 items in two-tier covering the context of floating, sinking, and suspending objects. The results of validation showed that in the development process, the test has very good for item validity. Rasch analysis showed that, overall, the test functioned well with its item reliability is very good category. Based on the findings and difficulty level, the test can be used for middle school students up to college level with some notion. Some limitations of the test are presented in this paper.