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The gender gap in physics in Australian secondary schools remains a significant issue. This study aims to address this problem by examining how physics teachers perceive girls’ participation in physics, and how these perceptions influence their approach to gender issues and their potential impact on girls’ physics identity. The study uses a multi-case qualitative research design and applies a physics identity framework from a gender perspective. Data was collected from seven physics teachers from three Australian states. The findings indicate a connection between teachers’ perceptions of the gender gap in physics and their prioritisation of addressing this issue in their teaching. The data reveals that teachers with feminist beliefs actively tackle gender issues and challenge norms that hinder girls’ participation. On the other hand, teachers with beliefs aligned with mainstream gender roles tend to maintain the status quo without making evident pedagogical adjustments to specifically support girls’ physics identity. The findings emphasise the necessity for ongoing professional development for physics teachers, enabling them to counter their unconscious gender biases and promote physics to girls. [ABSTRACT FROM AUTHOR]

The School Science Activity recognises the need for science education that provides citizens with a worldview about which they can think, act and communicate. However, science teachers, especially in physics, continue to use transmissive teaching approaches and show evidence of difficulties in implementing didactic approaches such as modeling in the classroom. Some reasons include the complexity of designing sequences under this approach and the lack of comprehension of the role of modeling competences that are developed in this kind of implementation. This research analyses how the ideas of physics teachers in training in Chile change concerning modeling and its competences, after participating in a course oriented towards this approach. At the end of the course, progress is identified in comprehending the aims of the modeling competences of expression, evaluation and application of a model. The results also highlight the importance of training future teachers through classes focused on modeling. To this purpose, some design and implementation guidelines are proposed. [ABSTRACT FROM AUTHOR]

Students' Belief and Attitude (BA) towards physics and learning are believed to influence student performance in learning. Identification and exploration of students' BA are crucial aspects in supporting the quality of physics learning. The Colorado Learning Attitudes about Sciences Survey (CLASS) is an instrument that is widely used to identify and explore students' beliefs and attitudes towards physics and learning. However, few studies have investigated the relationship between each categories of CLASS and the impact of demographic characteristics (gender, study program, school origin, interest in becoming a teacher, and length of study) on student beliefs. This study aims to fill in this gap. Using CLASS to measure these beliefs and attitudes among 439 physics students and prospective physics teachers from 11 universities. The survey data was analyzed with the Pearson Correlation, Mann-Whitney U, and Kruskal-Wallis tests. Overall, the results obtained show that all belief and attitude categories are significantly interconnected. Apart from that, there is also a positive and significant relationship between categories. This indicates that the three categories have demonstrated to be capable of constructing BA as a whole. However, no significant differences were discovered in the association between students' belief and attitudes towards physics and their learning based on demographic characteristics. [ABSTRACT FROM AUTHOR]

In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co‐generation of content and pedagogical knowledge. However, less experienced teachers can face socio‐emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues, and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD. This exploratory case study examines the process of productively navigating socio‐emotional risks and interpersonal tensions encountered by a veteran and pre‐service physics teacher during one episode of discussing physics content. We use a single term, comfort‐building, to encapsulate discursive moves that result in increased feelings of comfort and safety by the participants. Comfort‐building includes moves that serve to mitigate social risk, ease tension, and avoid discomfort, as well as those geared toward finding common ground and co‐navigating challenges. These moves can carve out conversational space for teachers to more confidently face risks associated with being accountable to the physics content knowledge and engage in discipline‐based conversations more deeply. The presented case was followed by video‐stimulated individual interviews to determine how consciously the teachers connected their participation to explicit risk and comfort. This case study highlights an affective dimension for consideration in the continued study and facilitation of science teacher PD, especially programs that bring together teachers with a variety of backgrounds and skill sets. [ABSTRACT FROM AUTHOR]

Educational researchers have been interested in studying teachers' professional identity to understand this dynamic and multifaceted construct within personal and professional processes through different experiences. In this study, we designed a qualitative case study with Cultural–Historical Activity Theory (CHAT) to examine physics teachers' professional identity in Turkey. The study aimed to explore the elements of activity systems: teachers' experiences, community relations, tools, resources, rules, division of labour, and teaching practices. Data sources were interviews, classroom observations and documents, which were analysed by constant comparative method. The results showed that teachers recognised the significance of student-centered instruction, but they often had limitations in terms of resources and exam-based education that led them to adopt traditional instruction. The findings emphasised the need for systemic reforms to balance instructional objectives with teaching realities, supply resources, and make the connection between teacher preparation and classroom enactment. The research results support constructivist epistemology and suggest that the physics education community needs to improve the quality of physics education in Turkey and globally. [ABSTRACT FROM AUTHOR]

In the September 2022 issue of The Physics Teacher (TPT), Richard Kaufman and Harvey Leff showed the interdependence of the first and second laws of thermodynamics. Here, I go further and use the facts that the first law implies the second law, and that the second law implies the first law. This two-way implication establishes the logical equivalence of the first and second laws. Although the laws are logically equivalent (when one is true, then the other must be true), this does not mean that they are the same. The equivalence provides for a deeper and richer understanding of the laws of thermodynamics for students, teachers, and physicists. Surely, if we can know that the first and second laws are equivalent, then we should know. [ABSTRACT FROM AUTHOR]

Teacher agency includes the ability of teachers to make meaningful decisions, take action, and influence in their professional fields. This qualitative study seeks to understand the relationship between teachers' habits of mind and their teacher agency by examining the nuances and issues that contribute to teacher agency within an inquiry physics lesson. Using qualitative heuristic study methods, data was collected through a retrospective verbal report and an in-depth interview with 8 physics teachers. Through interpretative phenomenological analysis, pattern and themes were identified that explain the experiences, perceptions and behaviours that support teacher agency. The findings suggest that teacher agency is a multi-faceted phenomenon that involves personal beliefs, institutional structure, professional development and collaborative opportunities. This study described teacher professional agency in four dimensions that are; being professional competence in the productive steps of inquiry lessons, inquiry pedagogy as a sign to create sense of professional purpose to maintain inquiry learning, updating teaching material and resources to maintain inquiry learning with the changes of educational system, and coping with the transformation of educational system. These dimensions elucidating the issues and factors that foster or hinder teacher agency, shedding light on the complexities and nuances inherent in this construct. This study supports teacher learning within the context of inquiry teaching and learning, empowering and supporting teacher professional development in inquiry teaching and learning. These understanding has important implications for educational policies and professional development initiatives, as well as school leadership. [ABSTRACT FROM AUTHOR]

Tribology, as a science that studies friction in mechanisms and their wear, occupies an important place in the combination of education, science and industry. Therefore, the training of future physics teachers in the field of tribology is one of the urgent issues. The purpose of this study is to increase the effectiveness of teaching in the field of tribology and to evaluate the effectiveness of digital education in forming the professional competencies of students in this field. This research also used the methods of modeling in a digital environment, software and constructive design along with the methods of theoretical analysis. In addition, a pedagogical experiment was conducted in which 86 students participated. The learning outcomes were assessed using questionnaires. As a result of the research, an elective course “Physical Foundations of Tribology” was developed and digital resources for the discipline are included in the educational program. The results showed that the students in these programs have a high level of professional creativity and a positive attitude towards creative educational activities. They are also sufficiently prepared to use digital learning materials for this course (M = 3.89). The educational and methodological test showed how well e-learning resources have been developed to help students master the discipline of tribology at a professional level. This is evidenced by the fact that about 75% of students demonstrated a high level of professional knowledge and abilities. The results of the study are recommended to be used at all stages of training future teachers. [ABSTRACT FROM AUTHOR]

The adoption of chatbots in education is steadily increasing, offering a myriad of benefits to learners engaging in self-directed study. However, the reliability of information provided by chatbots poses certain obstacles, particularly in subjects with high academic content such as physics. This study proposes a five-step process for constructing chatbots, enabling educators to independently develop chatbots to support self-learning among students. This process focuses on enabling chatbots to autonomously respond to physics-related inquiries, a capability often lacking in prebuilt chatbots. A new chatbot for physics lessons on the conservation of energy law was developed by applying this methodology. To assess the feasibility and effectiveness of the developed chatbot, we conducted a pedagogical experimental study involving 100 tenth grade students divided into control and experimental groups. To ensure comparability between the groups, students were selected based on their physics grades and teacher feedback. Experimental data was collected through online feedback forms and a 45-minute physics test, processed using statistical techniques. The results indicate a high level of readiness among participants to utilize chatbots for self-learning and acknowledge their beneficial impact. Furthermore, students' knowledge quality improved with chatbot usage, affirming the feasibility and effectiveness of incorporating chatbots into physics education. These findings also validate the proposed five-step chatbot development process as rational and applicable. [ABSTRACT FROM AUTHOR]

To be able to form and develop competencies with regard to the nature of science (NOS) for students, the teachers must have appropriate conceptions about NOS. Therefore, this study explored levels of conceptions about the nature of science of future physics teachers who have experienced two different physics teachers-education curricula using the survey research methodology. The findings indicated that both curricula have developed positive conceptions of the nature of science for pre-service physics teachers, especially for elements related to creativity in science, subjectivity in science (theory-ladenness), and the tentative nature of scientific knowledge. However, besides good conceptions, naive views could be found in some other elements, such as the purpose of the experiment and the validity of observationally based theories and discipline. Finally, students did not express enough conceptions of the function of scientific theories and the logic of testing them. When differences among generations were investigated, the new generation, who has been experiencing a new curriculum established in 2019, was found to have better conceptions when it came to the scientific definition of science, laws, and theories, as well as scientific methods. However, they hold more inadequate conceptions of the elements of the social and cultural embeddedness of scientific knowledge. These differences were suggested and discussed to be mainly stemmed from the appearance of a course called Introduction to Natural Science and Technology in the new curriculum. This paper discusses the implications of this study for investigating NOS conceptions and developing physics teachers-education curricula. [ABSTRACT FROM AUTHOR]

Background. The article deals with the problem of improving the system of professional education for future physics teachers. As part of the program “Teacher of the future generation of Russia” in order to improve the material base in the pedagogical universities of the country modern educational spaces were created - Technoparks of universal pedagogical competencies. Purpose. To reveal the potential of the technopark of universal pedagogical competencies as an innovative means of increasing the effectiveness of training future physics teachers. Materials and methods. The methodological basis of the work is made up of systematic, competence-based and technological approaches. Theoretical analysis of scientific literature, pedagogical experiment, observation, testing, comparison, methods of mathematical statistics were used as research methods. Results. The comparative characteristics of the Тechnopark equipment and the equipment of the university laboratories was conducted, which became the basis for revealing the potential of the Тechnopark. The positive impact of the technopark on the development of key professional competencies of future physics teachers has been experimentally proven. The level of development of professional competencies of future physics teachers was diagnosed. Statistical processing of the results obtained was carried out using Fisher’s exact test, indicating the significance of differences between the selected groups of students. Practical recommendations for the implementation of this educational facility are formulated. The prospect of further study of the problem is assumed.

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physicsmechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students. [ABSTRACT FROM AUTHOR]

This research aimed to identify the attitudes of first grade secondary students of Aloula Secondary School, Almozahmya, toward learning physics. In addition, it aimed to specify the academic achievement level of students in physics course, and to declare the relationship between academic achievements of students their attitudes toward learning it. In order to achieve these objectives, the research depended on the surveying, correlational and descriptive method to be applied on the research population of (124) students. To collect data, two instruments were used: Attitude towards learning physics scale and physics achievement test. Also, the validity of the two instruments was verified. The results were that: the students’ academic achievement in physics was in (low) category with mean (6.48) and SD (2.628). The students’ attitude toward learning physics was in (low) category with mean (1.64) and SD (0.266). Furthermore, there is positive correlational statistically significant relationship on level (0.01) between students’ attitude toward learning physics and academic achievement in physics course. A group of recommendations were deducted from these results and the most important are: preparing educational and training programs for physics teachers about the importance of developing students’ attitude toward learning physics through creating suitable encouraging learning environment to participate in promoting students’ achievement in physics course. [ABSTRACT FROM AUTHOR]

It is becoming increasingly important that physics educators equip their students with the skills to work with data effectively. However, many educators may lack the necessary training and expertise in data science to teach these skills. To address this gap, we created the Data Science Education Community of Practice (DSECOP), bringing together graduate students and physics educators from different institutions and backgrounds to share best practices and lessons learned from integrating data science into undergraduate physics education. In this article, we present insight and experiences from this community of practice, highlighting key strategies and challenges in incorporating data science into the introductory physics curriculum. Our goal is to provide guidance and inspiration to educators who seek to integrate data science into their teaching, helping to prepare the next generation of physicists for a data-driven world. Editor's Note: Are you interested in adding data science concepts to your physics curriculum, but unsure where to start? If so, you may be interested in the new Data Science Education Community of Practice that offers guidance, inspiration, and resources for physics teachers like you, along with the results of faculty and industry surveys highlighting the skills that will be most useful to your students. [ABSTRACT FROM AUTHOR]

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the crosssectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills. [ABSTRACT FROM AUTHOR]

Laboratory experiments in physics are a fundamental basis for studying physical phenomena occurring in nature and a methodological tool that provides visibility of the learning process and conducting experiments is important for the formation of students’ scientific worldview, deep understanding of physical laws and increasing interest in the study of physics. Existing in universities and schools, in addition to traditional ones, modern tools, technologies and approaches, such as virtual reality, augmented reality, computer modelling, online laboratories, virtual laboratory and others, are additional tools for improving the quality of the learning process and teaching techniques, which do not replace full-scale experiments, but only supplement them. In our opinion, for better learning, laboratory installations in physics are needed, with the help of which students can carry out real-life experiments and can broadcast them using innovative computer technologies for distance learning. To implement this task, we reviewed and analysed existing laboratory installations, identified their advantages and disadvantages, and then designed and developed alternative digital experimental set-ups for studying physics phenomena in laboratory conditions of educational institutions based on computer vision technology and presented the results of the study in this article. In carrying out the research tasks, effective methods of conducting scientific research were used, such as theoretical substantiation of the issue, experimental testing of the developed hardware and software systems and computer final processing of experimental data. In summary, the research described in the paper presents an innovative mechanism for integrating object tracking based on computer vision to improve the quality of measurements and new ways of conducting physics experiments. The mechanical laboratory complexes we have developed consist of hardware and software parts. The software part consists of server and client parts. The hardware consists of the main part - the scene, where the physical process takes place, i.e. where a physical object is located, such as a mathematical pendulum, an inclined plane, etc., with the help of which many physical phenomena and processes in mechanics can be demonstrated, and an additional part where a microcomputer and a camera are located. The operating principle of the laboratory installation is based on the use of computer vision technology, i.e. a system for monitoring the ongoing physical process, consisting of a digital camera for image processing, object identification and data export, and a microcomputer for processing experimental data. The use of the experimental installations in the process of teaching physics is a new model of teaching with a promising future in secondary and higher education, and the installations themselves will become tools for offline and online learning, due to the use of computer vision technology, revealing new opportunities and approaches to teaching. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper discusses the current condition of physics education in Nigerian secondary schools, and the challenges of teaching and learning physics in the country towards enhancing development in technology and further highlights some of the prospects of physics teacher education reform for Nigerian technology development. It also discusses the way forward to the current challenges for physics teacher education in Nigeria. Based on this, recommendations were made on the key reform issues; the use of innovative teaching methods in teaching Physics by physics teachers should be encouraged, government and the stakeholders should provide instructional material, training and retraining of physics teachers on information and communication technology, (ICT), government should ensure proper monitoring and implementation of the education reform, all level of education should be provided with adequate qualified physics teachers that would transform physics teacher education program and teaching/learning of physics towards refocusing physics education for technological development of Nigeria. [ABSTRACT FROM AUTHOR]

"Theology, Science and Life" by Carmody Grey is a thought-provoking monograph that explores the relationship between theology and biology. Grey's work is influenced by the ideas of John Milbank and seeks to extend his project to the field of biology. The book argues that theology can engage with biology by recognizing the theological aspects already present in the field and either welcoming or disrupting them according to the narrative of peace. Grey's work is essential reading for scholars interested in the intersection of science and religion. The document provides contact information for Joanna Leidenhag, a member of the School of Philosophy, Religion and History of Science at the University of Leeds in the UK, and states that it is copyrighted by John Wiley & Sons Ltd. [Extracted from the article]

In this work, we present the results of a process of adapting a research instrument developed to measure the level of basic astronomy knowledge among the Brazilian population. This instrument, called "Test of Levels of Knowledge in Astronomy" (TNCA), was developed in the context of the Covid-19 pandemic and, therefore, was organized and disseminated in the form of an electronic form to the 57 students and teachers who participated in this research. The TNCA consists of the translation and adaptation of all 27 multiple-choice questions contained in the Test Of Astronomy Standards (TOAST), the result of over 20 years of research, developed, validated, and consolidated by the Center for Astronomy & Physics Education Research, a renowned research center in Astronomy Education in the United States. The changes made to the original items are due not only to the linguistic peculiarities of the Portuguese language but also to the specificity of the sky observed from the southern hemisphere of our planet and, particularly, the Brazilian geographical and educational context. The TNCA was made available and distributed digitally to three different groups composed of high school students, Physics undergraduates, and Physics teachers, and the research corpus was analyzed according to the Classical Test Theory. This analysis allowed us to compare the conceptions observed in our test with both the results of the original instrument and the results of research in Astronomy Education. Our results showed a strong compatibility between the validation indexes and indicators of the items obtained on TOAST and TNCA, with the identification of specific problems in only 4 of the 27 questions analyzed. Thus, after the analysis, we adapted the four questions identified with lower validation potential to consolidate the final version of the TNCA. This new version is presented as a promising instrument for future application on a statistically significant scale aiming at its validation as an assessment tool for basic Astronomy knowledge in physics and astronomy education contexts in Brazil. [ABSTRACT FROM AUTHOR]

This paper discusses the textual aspects of audio description as a visual literacy tool to promote accessibility for people with visual impairments (PVI) in physics teaching and assessment. This tool can ensure that PDV have the right to information contained in textbook images, written assessments, and blackboard drawings that was previously only visually available. In the discussion, aspects of the information essential for solving an ENEM physics problem are listed. The image presented in the item was audio-described by five physics teachers working at one or more levels of education. In the descriptions, too much information and too much personality were identified, and these factors were pointed out as negative in a description. The standards adopted for the evaluation of the aspects considered are those described in the MECDAISY platform and in other works. On the basis of what was identified in the transcripts, a set of textual aspects was compiled into a questionnaire with the aim of facilitating the teacher's work in evaluating items from physics and other natural sciences, in order to produce audio descriptions and/or literal descriptions in physics classes that contribute to the interpretation of images in different contexts by PVI and sighted people. [ABSTRACT FROM AUTHOR]

Research in Science Education has advocated the use of historical narratives as a teaching and learning strategy across different levels of education. The main arguments supporting this approach are: i) the shared similarities between the human cognitive system and the structure of narratives; ii) the constant presence of narratives and their importance in human development. In education, historical narratives are viewed favorably because they stimulate emotional and cognitive connections with the reader/listener, either by eliciting feelings such as empathy and identification or by fostering greater engagement, understanding, and memorization of the narrated topics. In this study, conducted with pre-service physics teachers, we employed a historical episode from the Theory of General Relativity (T.G.R.) - the expedition of the total solar eclipse on May 29, 1919 - presented in the form of a historical narrative. The goal was to promote and contextualize discussions about science, its nature, its relationship with socio-historical context, and the influence of non-epistemic aspects on scientific practices. More specifically, by exploring the impacts of political conflicts on science and investigating the influences of World War I on the establishment of T.G.R., we characterized and problematized the epistemological conceptions of the teacher trainees regarding the relationships between science and politics. The construction of the historical narrative incorporated elements from previous research narratives and was guided by studies in the History and Philosophy of Science. The text was interrupted by "THINK!" questions to facilitate discussion and encourage students to take sides with the characters in the narrative, making them an integral part of the story and allowing them to experience some of the dilemmas and decisions involved in scientific work. The "THINK!" discussions were proposed and conducted in a way that allowed us to identify, classify, and problematize the epistemological conceptions of the research subjects. Data were collected through questionnaires (the "THINK!" questions themselves) and class discussions, which were recorded and transcribed to serve as the basis for data analysis. Subsequently, the conceptions were classified into the following analytical categories: rationalism, relativism, and moderate stances. To encompass other perceived conceptions, categories such as "common sense" and "naive relativism" were added. Overall, besides finding historical narratives as a strategy to guide and contextualize debates about the Nature of Science, we observed a prevalence of relativistic-leaning conceptions, emphasizing social aspects over the content of science in the analysis of issues related to the relationships between science and political conflicts. We also noted prescriptive and descriptive conceptions about these relationships, i.e., how they are and how they should be. [ABSTRACT FROM AUTHOR]

This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-experimental pre-post design, allowing for the comparison of students' attitudes and motivations before and after the gamified intervention. The qualitative component was designed to complement the quantitative findings. Quantitative analysis revealed significant improvements in students' perceptions and motivation, with notable increases in positive attitudes towards these sciences. Qualitative data further highlighted enhanced interest and enjoyment, with students reporting greater engagement and a shift in their perception of physics and chemistry as accessible and enjoyable. The study also noted an increase in self-confidence among future teachers and improved teaching self-efficacy. The findings suggest that integrating gamification in initial primary science teacher education can effectively foster more favorable attitudes, enhance motivation towards science, and improve teaching confidence. Future research should explore long-term impacts, as well as personalized gamification approaches to cater to different types of learners and maximize educational effectiveness. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dark matter is one of the great mysteries of contemporary science. In the first part of this work, we covered some general concepts that will serve as an introduction to the more specific topics analysed in this second part, such as the hypothetical particles that could constitute dark matter, and the experiments and detection techniques that have been implemented. [ABSTRACT FROM AUTHOR]

We develop the notions of resistance and points of entry in the context of alternative written textual formats used in physics teacher education. Studies point out that textbooks have played an important role in undergraduate physics courses, which can be part of the initial training of physics teachers. On the foundation of theories in the philosophy of science, it is possible to verify that there are philosophical reasons for the privileged use of this textual format in physics undergraduate courses. However, alongside the transformation of the educational field in terms of its theoretical-methodological approaches, there is a growing body of research and educational practices that highlights the importance and possibilities of incorporating others written textual formats in all levels of physics education. The notions of resistance and points of entry can enhance the awareness of these dynamics of physics education. To produce such an understanding, we put the philosophy of science in dialogue with the philosophy of action, which provides an overview of the interactions of life, including physics pedagogy - in which actions promote transformations. [ABSTRACT FROM AUTHOR]

As stipulated in the "K to 12 Program" of the Department of Education, Philippines, the traditional way of teaching and learning should be transformed into electronic learning where ICT skills and technologies are introduced to the 21st-century learners, as well as 21st-century teachers. This paper tried to determine if teaching by utilizing Physics Education Technology (PhET) Simulations can impinge on the mastery of the least learned competencies in General Physics 1. It specifically analyzed the Proficiency level and Performance level in demonstrative applications in Physics. The current study also proposed an enhanced lesson plan exemplar that can be adopted by STEM teachers in teaching Physics. The descriptive method of research was employed in the study. During the investigation, there were 49 Grade 12 STEM students participated. The study concludes that PhET Simulation-Integrated instruction can improve the students' proficiency level on the least mastered competencies in General Physics 1. It also strengthened the claim that PhET Simulations can be a virtual laboratory for assessing students' performance on demonstrative applications. Further, utilizing and integrating PhET Simulations in delivering physics lessons can promote positive and engrossing learning experiences among learners. [ABSTRACT FROM AUTHOR]

Critical thinking skills are very important for pre-service teachers to train. Therefore, it is important to analyze their pattern for pre-service physics teachers. This empirical research uses a quantitative approach. Data collection was measured using critical thinking skills tests. The indicators studied, include elementary clarification, basic support, inference, advanced clarification, and strategy and tactics. This instrument is in multiple-choice form with five answer options. One hundred pre-service physics teachers participated in this research. The data analysis were done using K-means clustering. The results of this research show that there are five groups of critical thinking skill mindsets for pre-service physics teachers. In addition, it was found that the pattern of critical thinking skills of pre-service physics teachers among students was in the elementary clarification (47.50) indicator in the very-low category, basic support (50.50) in the low category, inference (60.99) in the fair category, advanced clarification (43.00) with the very-low category, and strategy and tactics (52.50) with the low category. These results indicate that the pattern of critical thinking skills of pre-service physics teachers needs to receive more attention to be improved in the future. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To teach a subject successfully it is necessary to have knowledge of that subject and of pedagogy as it relates to that subject. Based on the observation of teachers teaching mathematics, Rowland and colleagues developed the Knowledge Quartet. Whilst some aspects of the Knowledge Quartet are set in the context of teaching mathematics, much is more generic and applicable to other subjects. In many jurisdictions, the professional standards for teachers do not have any subject-specific content. This paper describes the development of a knowledge framework, primarily based on the Knowledge Quartet, for teachers of physics, which is designed to sit alongside any teacher professional standards and school curriculum documents. The framework provides subject-specific guidance on the knowledge-base necessary for the teaching of physics as well as providing a common language to help facilitate collaboration between colleagues in relation to their professional learning. The framework was also extended to include the knowledge required by physics teacher educators supporting the professional learning of teachers of physics. The development process included gathering data from a range of physics teachers and physics teacher educators on the value and content of the framework and it being piloted with several physics teacher educators, resulting in an amendment and refinement of the framework. The resulting framework is offered as a useful tool for those involved in the education of physics teachers and as an exemplar of a knowledge framework that could be extended to other subjects. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

This mixed-methods study examines how pre-service teachers select instructional videos on YouTube for physics teaching. The study focuses on the role of surface features that YouTube provides (e.g., likes, views, thumbnails) and the comments underneath the videos in the decision-making process using videos on quantum physics topics as an example. The study consists of two phases: In phase 1, N = 24 (pre-service) physics teachers were randomly assigned to one of three groups, each covering a different quantum topic (entanglement, quantum tunneling, or quantum computing, respectively). From eight options provided, they selected a suitable video for teaching while their eye movements were tracked using a stationary eye tracker in a laboratory setting, and think-aloud data was collected. In the subsequent phase 2, participants were allowed to freely choose one YouTube video on a second topic of the above-mentioned ones while thinking aloud. The results reveal a significant emphasis on video thumbnails during selection, with over one-third of the fixation time directed towards them. Think-aloud data confirms the importance of thumbnails in decision-making, e.g., as evidenced by a categorization of the study participants' arguments and thoughts voiced. A detailed analysis identifies that participants did not rely on (content-related) comments despite they have been found to be significantly correlated with the videos' explaining quality. Instead, decisions were influenced by surface features and pragmatic factors such as channel familiarity. Retrospective reflections through a questionnaire including rating scale items support these observations. Building on the existing empirical evidence, a decision tree is proposed to help teachers identify high-quality videos considering duration, likes, comments, and interactions. The decision tree can serve as a hypothesis for future research and needs to be evaluated in terms of how it can help systematize the process of selecting high-quality YouTube videos for science teaching. [ABSTRACT FROM AUTHOR]

A plethora of studies showed the effectiveness of game-based learning (GBL) in enhancing students' learning and motivation. There has been increasing academic interest in GBL. However, a review of past literature in this context shows that teachers' attitudes, in general, toward GBL and the actual adoption of GBL in teaching physics by secondary school teachers in Malaysia have not been addressed in-depth or addressed only to a minor extent in past studies. This article sheds new light on secondary school physics teachers' perceptions of GBL usage, the implementation level of GBL in teaching physics, and teachers' involvement in educational games design. A total of 211 secondary school physics teachers participated in this study. Quantitative data were collected via survey, and the main findings show that only 29.9 percent of teachers designed educational physics games and adopted the games in teaching physics. The implementation level of GBL in teaching physics at the secondary school level is relatively low, even though teachers showed high interest in the involvement of educational game design. The main reason for not adopting GBL is inadequate technical infrastructure in schools, followed by a lack of knowledge and skills as well as time constraints. The findings of this study can be a cornerstone for related stakeholders to build a more efficient paradigm of GBL in physics education. [ABSTRACT FROM AUTHOR]

Quantum entanglement is a challenging concept within the field of physics education, often eluding a full grasp by both educators and learners alike. In this paper, we report findings from a two-phase empirical study into the views of entanglement held by pre-service physics teachers and physics students from various universities. In the first phase, we utilized a questionnaire consisting of open-ended questions which was completed by 31 pre-service physics teachers. The study participants' ideas were explored using qualitative content analysis which led to the creation of rating scale items used in study phase 2. These items were administered to a broader cohort including 73 physics university students in order to capture the learners' agreement or disagreement with the questionnaire statements, and hence, helped to validate and substantiate the in-depth insights from study phase 1. Key findings revealed widespread accurate notions, like the need to consider the entire system when examining entangled states. However, less elaborated views were also identified, including ideas such as that measurements of entangled states always show perfect (anti-)correlation. Another striking observation was the confusion between quantum entanglement and superposition. In the case of quantum teleportation, many participants seemed to have a basic grasp of the concept, although a number of misconceptions were apparent, notably the idea that quantum entanglement enables faster-than-light communication. Practically, the findings can assist educators in anticipating and addressing widespread (mis-)conceptions, paving the way for more effective instruction in quantum mechanics and its real-world applications, such as quantum cryptography and computing. [ABSTRACT FROM AUTHOR]

Remote laboratories are a new domain that allows students and teachers to conduct experiments in hands-on exploration remotely. 43TWe studied how constructing an active and authentic learning in a remote laboratory affects prospective physics teachers' multiple representation ability. The research method used is based on 43Tthe development procedures of the ADDIE research and development model. We have designed and validated a learning design with a remote laboratory environment with 2 physics experiment apparatuses, active and authentic learning stages, multi-representation ability assessment, and remote laboratory application evaluation tools. This study implemented design-based research with a one-group pre-test and post-test design. The research was conducted on 28 prospective physics teacher students. 43TIn terms of effectiveness, this learning design was able to improve 43Tsignificantly [t (28) = 7.480, p.05] in verbal, visual, and mathematics representation ability. Therefore, it can be used by lecturers and those in other science fields to improve the quality of learning and developing prospective physics teachers' multiple representation Skills. [ABSTRACT FROM AUTHOR]

Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century. Despite ongoing research, we still do not have a complete picture of gender-based differences in education. In particular, there is little comparative research on how teachers and students experience and deal with gender differences in their classrooms. Therefore, this study focuses on teacher and student perspectives on gender differences in the physics classroom of Dutch upper secondary education. The data were collected through questionnaires distributed among physics teachers (N = 72) and students (N = 212). The questionnaires for students and teachers were designed to reveal their perceptions of gender differences in the classroom, focusing on student learning characteristics and teacher–student interactions. Gender differences are reported to a larger extent by teachers than by students, especially in the area of students' learning characteristics (e.g., boys showing more talent and interest in physics, girls showing more effort and self-regulation) and some in teacher–student interactions (e.g., girls asking teachers more questions). We conclude that concerns about differences between boys and girls are still present and need further research. More work is needed to fully understand the implications of these differences, which are expected to have an important impact on classroom interventions and guidelines for teachers to use in their classrooms. [ABSTRACT FROM AUTHOR]

Background and Study Aim. The relevance of intelligence is determined by the need to find the most effective tools for the formation and development of stress resistance in Ukrainian students and teachers in the process of studying in war conditions. Therefore, the purpose of the article is to compare the impact of online and offline learning formats during the war on the level of stress resistance of students and teachers in the sphere of physical culture and sports. Material and methods. The theoretical basis of the article is the research of domestic and foreign specialists. The study was conducted on the basis of the Lutsk Pedagogical College. 112 students of the specialty 014 Secondary Education (Physical Culture), 017 Physical Culture and Sports and 16 teachers of the department of Physical Education participated in the experiment. In the research process, such methods were used as an experiment, questionnaires according to the PCL-5 method, BASIC Ph testing of the Mooli Lahad method, comparison, statistical analysis (correction, systematization, determination of St'ydenta t-criterion and Pearson's χ² test). Results. The conducted experiment included a comparison of the influence of different formats -- online and of- fline training for the manifestation of symptoms of post-traumatic stress disorder caused by military actions in participants educational process. The observations made it possible to diagnose a high level of manifestation in the participants of the experiment symptoms of post-traumatic stress disorder after the end of the second semester of the 2021/2022 academic year year, when training took place online in connection with the full-scale invasion of the Russian Federation, as well as significant reduction in post-traumatic stress disorder symptoms after the first semester of 2022/2023 academic year, in which learning took place offline. Reliably high expansion rates were recorded of all modalities of combating stress and a reliable increase in the success of students and improvement of rating points in teachers. Conclusions. Positive changes in the psychological state and level of success of the participants were recorded of the educational process in the second semester can be related to the format and features of training in specialties 014 Secondary education (Physical Culture) and 017 Physical culture and sports. [ABSTRACT FROM AUTHOR]

Virtual and real (VIRAL) laboratories are instructive facilities that can improve both learning results and have their particular advantages. The merger of the two laboratories is expected to significantly increase the effectiveness of the laboratory in learning physics. This study aimed to analyze laboratory activities, especially the VIRAL Lab on school physics subjects in Aceh. The study was conducted on 33 school Physics instructors (8 male and 25 female) in Aceh. This study used a survey method with a questionnaire instrument for laboratory usability investigation. The analysis used was descriptive quantitative. The results of the study illustrate that more than 80% of physics teachers in Aceh require hands-on and virtual labs in online and offline learning, 97% of physics teachers in Aceh still require virtual lab designs, and only 39.3% of teachers have combined VIRAL labs in one physics subject in Aceh. [ABSTRACT FROM AUTHOR]

Global trends show that men dominate physics-related jobs. However, there is a unique phenomenon, especially in Indonesia in the physics teacher education program where there are more female students than male students. This study aims to determine the TPACK of female pre-service physics teachers consisting of 15 pre-service teachers taking microteaching courses and making their online learning videos. The videos were used as a data collection tool. A microteaching observation sheet was used to analyze data obtained from observations with two raters. The observation sheet consisted of 6 aspects which were content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) with four indicators for each aspect and the maximum score per aspect is four. The overall TPACK score was obtained by calculating the average of all aspects. Although the overall result of female pre-service physics teachers is 2.1 which is sufficient, technological-related aspects need more concern. The results showed that female pre-service physics teachers lack technological pedagogical knowledge (TPK). On the contrary, they have high pedagogical knowledge (PK). Teacher education programs should provide opportunities for female pre-service teachers to develop their TPACK. Online microteaching can be the key to helping female pre-service physics teachers to integrate technology into their learning. [ABSTRACT FROM AUTHOR]