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As there are numerous physics formulas in addition to them being theoretical, college students generally consider the concepts of physics as abstract, in which they are not able to apply what they have learned. For 3D dynamic animation and visualization in the teaching of college physics, VPyton has many advantages, and it provides useful exploration for students to overcome obstacles in college physics learning. Taking the teaching of simple harmonic vibration, optics, molecular thermal motion, and electric field as examples, this article discusses the application of VPython in the human-computer interactive teaching mode of college physics, which provides a beneficial exploration and new way to improve students’ engineering skills and numeracy, as well as to respond to the national “new engineering education” reform in China.

In the past years, virtual lab software applications seem to be adopted everywhere in the education world. Physical Labs play a vital role in the learning of physics. This study aims to introduce a systematic platform of experiments that are practically not possible to conduct in our physical labs. Here, we are presenting an overview of virtual labs in the field of relativity. Here, the user can experience real-time relativity (RTR) while sitting in the classrooms. Keeping in mind that students get the full liberty of committing mistakes, we are designing the experiment in the same manner. An evaluation system is being introduced to monitor the understanding of students in the respective lab. This evaluation system consists of pre and pro-test. These tests consist of multiple-choice questions (MCQs) and problems on the particular subject area. After successful completion of the experiment, Users get awarded a certificate to merit his/her performance. This paper presents the virtual lab concept on time dilation effect and ultimately simulates the same in a relativistic virtual environment. In the future, the same method could be employed to study other relativistic phenomena virtually using a virtual lab.

Neste trabalho, analisa-se historicamente a experiência de ensino, realizada no Curso de Física, da Universidade Federal da Bahia (UFBA), envolvendo a disciplina Conceitos de Física D, anteriormente denominado Física Básica IV, que tem a óptica e elementos de física moderna como seu conteúdo programático. Tal experiência, iniciada em 1999, se constitui em um exemplo de incorporação da história da ciência ao ensino de ciências ou, mais especificamente, ao ensino da física universitária básica. Inicialmente, são discutidas as principais dificuldades encontradas pelos professores para ministrar essa disciplina e também como as mesmas foram enfrentadas, ao longo do tempo, inclusive com a produção de material didático; em seguida, será discutida a forma como o seu conteúdo programático foi efetivamente trabalhado em sala de aula, isto é, como as atividades foram realizadas, qual o material usado e como os alunos interagiram com esse material. Finalmente, será apresentada a visão dos alunos sobre a abordagem utilizada na mencionada disciplina.

This article represents a transdisciplinary theory that attempts, in a nonmathematical way, to reconcile some contemporary concepts of physics with a novel theory of the mind. It represents a thought experiment that consolidates complexity by melding certain unifying natural science concepts into a coherent reality. The foundations of quantum mechanics and the cosmological mysteries of dark energy, dark matter, and normal matter non-dogmatically explained may be accessible to individuals other than those immersed in mathematical formulas. Through reasoning and models, terms are defined and illustrations provided, further clarifying concepts. In this theory, consciousness represents dynamic differences that come to an end. It exists through interdependent relationships between dark energy, focal points of dark matter (FPDMs), and normal matter with associated states of mind: pure awareness, pure mental state, and mental images state, respectively. Consciousness enables the emergence of an observing ego, a viewpoint that defines conscious events but which is not consciousness in and of itself. For topics described throughout the article, there is a mental and physical aspect that through relationship produces change that makes a difference. In this way, the reader, an ‘observing ego,’ with a human cognitive viewpoint, may bridge the ‘gap’ connecting the mental and physical domains. Although the theory can be developed mathematically in more detail, the main emphasis is to provide an intriguing explanation of how physics melds with ‘mind,’ thus laying the foundation for future explorations into how this theoretical framework of the mind reciprocates with other areas of science.

Background/Objectives: Game-Based Learning (GBL) is an emerging term that has attained focus and appreciation at a remarkable level these days, the GBL plays a significant role to learn through games. Angry Birds (AB) is one of the games which are very popular among kids that they mostly spend more than 8 hours of the whole day to play this game. AB’s popularity among the kids is due to its user-friendly easy interface and easy rules. Interface and rules of the game reveal primary physics theories and concepts. This study is conducted to modify the AB interface in such a way that basic physics concepts can be taught to secondary school students using this Game Based Tool (GBT). The objective is to provide GBL tool to teachers and students. That will be helpful for teachers to teach the physics concepts in an interesting way to students.Methods/Statistical analysis: The interface of the AB game is modified in such a way that while students perform various actions to kill the targeted pigs, to hit the objects for scoring, they will be able to learn physics, i.e., projectile motion and some basic concepts of physics involved in achieving the goals. This paper will present the modified interface of AB and how that is used for physics learning. This study is carried to attempt the mentioned objective. The experiment was conducted on 80 students of secondary school,i.e. group 1 played traditional AB game and learned physics in classroom without gaming aid and group 2 learned physics theories in class and used the modified AB game for playing game additionally learned physics from the actions they performed during play. Findings: This study shown that simple and interesting games can be used for learning scientific theories for secondary school students. The study achieved improved results after implementing the lectures using GBL tool to teach physics. 30% of 40 students got 80% of scores in class using GBLT while 25% of 40 students got 80% in class without supplementary GBT. Novelty/Applications: This GBT may be advantageous for teachers and students. Keywords: GameBased learning; angry birds; Physics learning; mobile games

Although physics is a pre-requisite for dental students prior to matriculation it is not tested on the Dental Admissions Test (DAT). The concepts of physics are found throughout the dental profession, and by testing it on the DAT dental students will be better equipped to relate physics to their field and help advance it. The purpose of this paper is to make the argument for why it should be tested, as well as eliminating some of the superfluous topics on the DAT (ecology, environmental sciences, and plant physiology). This paper will focus on a few of concepts already taught in dentistry, and explore how physics principles apply to several of them. We want to emphasize the importance of physics and how testing even the most basic concepts will help prepare students to "think outside the box". Classical physics, specifically Newtonian Mechanics, has several applications in nearly all areas of dentistry: restorative, orthodontics, prosthodontics, and surgery. The testing of basic formulas studied in the pre-requisite physics classes will help ease the transition from college to dental school. Modern physics, namely Quantum Mechanics, also plays a significant role in current dental diagnostics and therapeutics. Additionally, with the development of the Integrated National Board Dental Examination (INBDE) as a replacement for the old NBDE part 1 and 2, there are topics tested that specifically focus on physics: Foundational Knowledge Areas 2 and 3. Thus, it is critical that the student dentist be familiar with these concepts. It is important to note that scientific changes occurring in the health sciences almost mandates students be familiar with concepts rooted in physics. It is then proposed that physics be incorporated into the exam, either with the natural sciences or within the quantitative reasoning section, in addition to eliminating topics not relevant to the dental field.

The formulation of the problem in this study is the effect of the Cooperative Learning model of the types of Team Games Tournament on the ability of students to understand the concept of physics learning in class X in SMK PGRI 2 Palembang. This study aims to determine whether or not there is an influence of the cooperative learning model of type of Team Games Tournament (TGT) on the ability of students to understand the concepts of physics in class X learning at SMK PGRI 2 Palembang. The research method used is the Experimental Design method, the category of Posstest-Only Control Design. in this design often used in research experiments with data collection technigues obtained using tests, and documentation.The average value of student learning outcomes in the experimental class can be categorized as good at 78.47 by using the cooperative games tournament type (TGT) Model, while the average value of the learning outcomes of the control class by not using the model cooperative Team Type Tournament games can be categorized enough with the average student learning outcomes is 63.05. Based on calculations t arithmetic > t table = 7.105 > 1.667 ie t arithmetic = 7.105 and t table = 1.667 then accept the hypothesis (ha) which means ” There is an influence of the cooperative learning model Team Games Tournament type (TGT) on the ability of students to understand the concept of learning physics in class X in SMK PGRI 2 Palembang.

Purpose of study: This research aims to analyze students' answers about the conservation of mechanical energy assessment in the form of essay tests. Methodology: Descriptive quantitative methods chosen by the researchers involving 46 students of physics education in physics education at Bengkulu University. Students are asked to answer tests on the conservation of mechanical energy consisting of 5 essay questions, which involve verbal, mathematical, and picture representations. Interviews will also be conducted to ascertain student answers. Main findings: This research found that 38% of students answered correctly and others still answered incorrectly because they asked for difficulties in mastering the concepts of physics. Applications of this study: The implication of this research is to help students improve their conceptual understanding, so students can solve problems about physics correctly. The novelty of this study: The researcher explains about what is important in building students' conceptions in-depth and directing students to solve problems about physics, especially about the conservation of mechanical energy.

The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted. Keywords: Climate, weather events, computer based instruction, middle school students

The purpose of this study is to understand students' concepts on indicators exemplifying the level of understanding of student concepts through guided inquiry. The population of this study was all grade XI students in one of the high schools in Palembang. This research is quantitative research. The results of understanding students' concepts can be seen from the results of the posttest of each class using t-test. Based on the results of the study showed there were differences between students in the experimental class and the control class. This can be seen from the t-test using SPSS 22 obtained significant results (2 –tailled of 0.00. These results indicate the guided inquiry model has an influence on understanding the concepts of physics.

O estudo da Física tem enfrentado grandes desafios na sociedade, em particular relativos ao seu âmbito conceitual. O ensino dessa disciplina na Educação de Jovens e Adultos (EJA) apresenta desafio ainda maior do que o ensino regular, dado que as turmas têm faixas etárias divergentes, alunos que não entram em sala de aula há mais de 20 anos, dentre outras situações que tendem a sufocar o ensino na EJA. Devido a essa diversidade de experiências, pessoal e profissional, de cada discente, optou-se em adotar um método que privilegiasse conceitos de Física e cinemática básica, em que o aluno pudesse ser visto como figura ativa na aprendizagem. Em virtude de essa abordagem ser mais conceitual do que matemática, foi utilizada, nesta pesquisa, a metodologia Peer Instruction (PI) do professor Eric Mazur, que trabalha principalmente com questões conceituais e interação entre grupos ou pares. A aplicação da referida metodologia se baseou no desenvolvimento de atividades de leitura que visavam desenvolver o entendimento dos conceitos a serem abordados em questões conceituais. Em razão dessa metodologia específica, o estudante de EJA foi capaz de compreender as noções fundamentais da cinemática e realizar operações matemáticas simples. O desenvolvimento da metodologia ocorreu em duas turmas de primeiro ano do ensino médio da EJA, e os resultados foram comparados com uma turma de primeiro ano do ensino médio em que não houve a adoção da metodologia PI. A análise dos resultados deu-se a partir do estudo dos ganhos normalizados de Hake. Esses dados foram comparados a outras literaturas no âmbito nacional e internacional.

The nature of physical theory has evolved over time, and the concept sets used to describe them have changed accordingly. Before the 20th century, the contents of the static, infinite universe could be described adequately by the concepts of particles, forces, waves, and the fundamental constants εo, μo, and G. Several phenomena were then discovered at the atomic scale that needed the development of the completely new conceptual framework of quantum physics. This revolutionary development acknowledged the wave-particle duality and the role of observers in measurement. An explanation of the atomic spectra had to await the discovery of the intrinsic electron spin, which led to a new conceptual revolution when it was pointed out by Pauli that particles could have either integral or half-integral spin, and the statistics of particles at the quantum scale was determined by the nature of these spins. The third revolution in the concepts of physics came with the association of symmetry with the behavior of the fundamental particles of physics. It was realized that the notion of symmetry, in conjunction with the gauge theories of quantum mechanics, could be used to explain the results of high-energy particle collisions as well as the prediction of new particles.

From the perspective of the concepts of neuroeducation and based on the Methodological approaches Peer Instruction Methodology and Scale-up Methodology, we present a project proposal of teaching of physics and mathematics that uses the technological experimentation as a basis to teach students concepts of physics and mathematics, taking into consideration that the student is the active subject in the classroom and five levels of interaction to be studied: student-student, student-teacher, student-environment, student-technology, student-scientific knowledge. The insertion of technology in the learning process promotes innumerable possibilities of educational innovation, however, it becomes mandatory the correct choice of the technological stimulus within an educational context that directs to the teaching of a specific subject, in a way that leads the learner to a specific learning., Sob a ótica dos conceitos da neuroeducação e baseado nas Abordagens Metodológicas Peer Instruction e Scale-up, apresenta-se uma proposta de projeto de ensino de física e matemática que utiliza-se da experimentação tecnológica como base para ensinar aos alunos conceitos de física e matemática, levando em consideração que o aluno é o sujeito ativo em sala e cinco níveis de interação a serem estudados: aluno-aluno, aluno-professor, aluno-ambiente, aluno-tecnologia, aluno-saber científico. A inserção tecnológica no processo de aprendizagem promove inúmeras possibilidades de inovação educacional, porém, torna-se mandatório a correta escolha do estímulo tecnológico dentro de um contexto educacional que direcione ao ensino de uma matéria específica, de forma a conduzir a um aprendizado específico.

Most of high-school students have typically lower assimilation of the basic concepts of physics in comparison with other subjects which are closer to their daily life. In addition, the technical language fairly used in physics lessons is far away from their common vocabulary, thus generating estrangement and lack of interest. The idea hereby proposed is trying to get high-school students closer to physics by integrating concepts of physics and technical language in their sport activities. In this work, an innovative experimental and demonstrative pedagogical methodology is described. The methodology is based on two main pillars: embracing concepts while playing and normalizing technical language during pleasant moments. The work provides several activities descriptions and procedures as well as suggestions of technical language, uses to physics and sports high-school teachers in order to achieve a better inclusion of physics in high-school students.

The experimental activities in physics learning are intended to build students' understanding of the concepts of physics. The limitations of experimental equipment have an impact on the low understanding of students' physics concepts. Virtual media can be used as an alternative experimental tool to improve students' conceptual understanding. This study aims to examine the effectiveness of virtual experiments in increasing students' understanding of the concepts of vibration and waves. Quasi-experimental research was conducted using the pretest and posttest control group design. The number of respondents was 40 students who were divided into the experimental group and the control group. The research data were analyzed by N-gain test to determine the level of increase in mastery of concepts using virtual experiments that have been used. The results showed that the achievement level of the experimental group was better than the control group. It can be concluded that virtual experiments are effective in increasing the understanding of students' physics concepts.

Students’ shortcoming in understanding various concepts of physics is often due to the lack of teaching media can promote student active participation in the learning process. This study aims to develop a valid and effective microcontroller-based physics learning materials as teaching media in enhancing conceptual understanding of free fall motion lessons. This learning materials is developed using the research and development (R&D) method. Effectiveness test of learning materials using pre-experimental research design one group pretest-posttest involve students of physics education program in STKIP SoE. Data collection techniques were done through validation sheets, observations, test questions, and questionnaire sheets. Validation of learning materials through expert testing shows that learning materials are in a valid category. The results of the study shows that learning materials have a positive effect in improving students' conceptual understanding. The effectiveness of the use of learning materials in improving students' understanding of concepts has been analyzed through the results of N-gain calculations which show a moderate score increase. Moreover, the practicality test of learning materials using a Likert scale shows that learning materials are very practical to utilize as teaching media.

Most of the students of the Mechanical Engineering Study Program at the University of Nusantara PGRI Kediri assume that basic physics is a course with memorizing many formulas so that they have difficulty understanding the concept of physics. This study aims to develop a Physics practicum module for Mechanical Engineering and to know the feasibility value of the module. This study uses the development research method (RnD) of the Plomp model which consists of 3 stages, namely: The first stage of the initial investigation, the Second Stage of the preparation of the prototype, and the third stage of the assessment. From the results of the validation and analysis of the readability test, the average value of the feasibility of the Basic Physics module based on problem solving is 3.22 with feasible criteria, and the feasibility assessment for presentation is 3.55 with the appropriate criteria. So that overall the feasibility assessment of the Basic Physics module is problem solving based on 3.39 with a decent criteria. While the results of student satisfaction data analysis on the use of the Basic Physics module based on problem solving obtained 83% stated very well and the remaining 17% stated good. The product of the development is in the form of a basic Physics practicum module for Mechanical Engineering. From the data analysis it can be concluded that the feasibility assessment of the overall development module is feasible to develop. Keywords: module, research development, problem solving, satisfaction questionnaire. Abstrak Sebagian besar mahasiswa Program Studi Tehnik Mesin Universitas Nusantara PGRI Kediri beranggapan bahwa fisika dasar merupakan mata kuliah dengan hafalan rumus yang banyak sehingga mereka kesulitan untuk memahami konsep fisika tersebut. Penelitian ini bertujuan untuk mengembangkan modul praktikum Fisika untuk Teknik Mesin dan mengetahui nilai kelayakan modul tersebut. Penelitian ini menggunakan metode penelitian pengembangan (RnD) model Plomp yang terdiri dari 3 tahap, yaitu: Tahap pertama investigasi awal, Tahap Kedua penyusunan prototipe, dan Tahap ketiga assesment. Dari hasil validasi dan analisis uji keterbacaan diperoleh nilai rata-rata kelayakan isi modul Fisika Dasar berbasis problem solving sebesar 3.22 dengan kriteria layak, dan penilaian kelayakan penyajian sebesar 3,55 dengan kriteria layak. Sehingga secara keseluruhan penilaian kelayakan modul Fisika Dasar berbasis problem solving sebesar 3,39 dengan kriteria layak. Sedangkan hasil analisis data kepuasan mahasiswa terhadap penggunaan modul Fisika Dasar berbasis problem solving diperoleh 83% menyatakan sangat baik dan sisanya sebesar 17% menyatakan baik. Produk hasil pengembangan adalah berupa modul praktikum Fisika dasar untuk Teknik Mesin. Dari analisis data maka dapat disimpulkan bahwa penilaian kelayakan modul hasil pengembangan secara keseluruhan layak untuk dikembangkan.

Concepts of physics, such as those of electricity or heat, present difficulties in their understanding, for students in general and for students with learning difficulties in particular. The present study investigates the perceptions of a high school student with Attention Deficit Hyperactivity Disorder (ADHD) in concepts of electricity and heat and observes his responses to experimental personalized activities in real and virtual environments in order to evaluate the cognitive results that emerge after the interventions. The initial interview that preceded the interventions showed that the student was not actively involved in the classroom and had similar alternative ideas about electricity and heat concepts. However, the results of the instructive virtual and real experimental interventions revealed the learner’s active participation in the learning process, the enhancement of the conceptual change and the satisfactory apprehension of the science concepts. The findings also indicate that the switching from virtual to real labs lead to better cognitive results, lessening the stress and anxiety of the unknown.

This opening chapter has two main objectives. The first of them, which has a strictly revisionary character, is to approach fundamental concepts of physics, as well as laws, equations and formulas of electricity and electromagnetism. The second is to anticipate, through an example, the real raison d’etre of this book, which is the solution, both analytical and digital, of transient phenomena in linear, invariant and concentrated circuits. This chapter presents then the main elements of an electrical circuit with concentrated parameters that do not vary with the frequency, as well as the dynamic response of basic circuits when disturbances occur, such as energizing or de-energizing switches, enabling a physical understanding of the phenomena and the need for mathematical modelling and computer simulations. However, it is assumed that the reader already has fundamental knowledge of analysis of electrical circuits, laws, theorems and methods of solution, as well as of solving ordinary differential equations. Thus, this chapter aims to create the motivations for the study of mathematical and computational techniques and solutions presented in the following chapters.

An important aspect of physics education research is understanding how students use their prior knowledge in making sense of the concepts of physics that they are studying. In these situations, the students must transfer knowledge which was acquired in a different context to a situation in physics. Much research has shown us that students rely heavily on their experiences which occurred before they studied physics when interpreting or applying the principles, while they are studying physics. Thus, they transfer to physics experiences from other formal learning, from everyday life, and from other learning environments. Sometimes this transfer is appropriate and helpful; other times it leads students down a wrong path. However, transfer within physics learning is equally important. Students need to be able to use knowledge from one part to learn successfully other concepts. As with transfer to physics, this type of transfer can sometimes be helpful and sometime hinder learning. This paper reviews some aspects of such transfer and includes an example in which the author needed to transfer some previously acquired knowledge to a new situation.

This study aims to explore the acquisition of physics concepts in high school students by applying argument- driven inquiry (ADI) learning for STEM education. The study was conducted on 29 students of high school in Kupang using a research design that is an embedded experimental model. Research data were collected by tests, learning observations, and interviews; and analyzed by Normalized Gain Score, pair t-test, and qualitative analysis with reduction and coding. The results showed that Physics concepts acquisition of students experiences positive changes during the learning activities. Students’ acquisition of the Physics concept increases ( = 0.49) and belongs to the medium category after the learning process. This acquisition is supported by the results of coding, which shows that students whose misconceptions have decreased. The ability of students to understand the concepts of Physics, especially thermodynamics, is better than before.

Nothing quite like the modern science of astrophysics existed at the time Giovanni Riccioli made his observations of Venus in the first half of the seventeenth century. Even after the introduction of the telescope in the same era, the study of astronomy was largely one of phenomena only loosely attached to concepts of physics yet still firmly associated with the pseudoscience of astrology. Astronomers of the late pre-telescopic era such as Tycho Brahe (1546–1601) made precise observations of the positions of the planets that were used as inputs to mathematical models of their positions, but the models largely existed only to validate the preexisting belief in an Earth-centered Solar System. As it turns out, the seeds of geocentrism’s undoing were already sown in Brahe’s measurements. It just took an old idea to make them grow and bloom.

This research aims to produce comics. Comics are a combination of narration and description presented visually with character characters. The development process is carried out with the 4D model with stages, including define, design, develop, and assess. The instrument used was a questionnaire of experts (media, material, graphics, and literature) and users (teachers and students). The quantitative assessments by experts (media, material, graphics, and literature) yielded an average of 85.8%, 79.5%, 80%, and 80.2%, respectively. At the same time, the quantitative results of user ratings (teachers and students) give an average result of 76.72% and 76%. These results indicate that the comics developed are suitable to be used as alternative learning media on radioactive concepts. This comic can explain the concept of radioactivity and package it in a storyline. In the future, comics can be used as an alternative visual learning media to explain the concepts of physics.

Certain concepts of physics and physiology are essential to the emergency care provider’s understanding of emergent vascular access. In this chapter, we describe many fundamental concepts that will inform a provider’s selection of vascular access device, including key concepts that are likely to inform effective and efficient access to the venous circulatory system. These concepts include the anatomy of the cardiovascular system, various principles affecting blood flow through venous access devices, and the components of a generic vascular access catheter.

The purpose of this study was to produce augmented physics animation (APA) with the crosscutting concept of the COVID 19 pandemic. APA was used as a supplement to introductory physics courses. The research method used Research and Development (R&D) with the 4D development model, which consists of (1) define, (2) design, (3) develop, and (4) disseminate. Assessment of the product involved three material experts from the fields of physics, chemistry, and biology. In addition, an education expert was also involved, especially regarding teaching materials. The user's motivation level involved thirty students (N=30) from the Department of Physics Education, UNTIRTA, in the second semester. The products produced were interactive teaching materials used augmented reality technology, integrated with crosscutting concepts of the COVID 19 pandemic. The results showed that the APA developed was "feasible" in terms of material and educational aspects. Also, this augmented physics animation can increase student motivation levels in deepening fundamental physics. APA makes it easier to understand the concepts of physics associated with real life, especially concerning the COVID 19 pandemic.

Training students in basic concepts of physics, such as the ones related to mass, volume, or density, is much more complicated than just stating the underlying definitions and laws. One of the reasons for this is that most students have deeply rooted delusions and misconceptions about the behavior of objects, sometimes close to magical thinking. Many innovative and promising technologies, in particular Virtual Reality (VR), can be used to enhance student learning.

For a long period, some students in schools thought that Physics and Mathematics were difficult subjects. These two subjects are a scourge for students in most schools, not only in the NTB area but also in various other regions throughout Indonesia. For this reason, multiple efforts need to be made to overcome these learning difficulties. Learning Physics and Mathematics should emphasize providing direct experience to develop student competencies, directed to "find out" and "do" to help students gain understanding. It will be significantly easier for students if learning Physics and Mathematics invites students to learn to formulate concepts inductively, based on empirical facts, first through the inquiry method. Teachers are faced with the low necessary abilities of students. Not a few teachers have complained about their students' low abilities, especially in understanding the basic concepts of Physics and Mathematics. Many factors influence this, one of which is the input factor (students). Students from different schools have different levels of understanding, both in Physics and Mathematics. It is a fact that, in general, students who graduated from SMP / M.Ts. There are still many basic concepts of Physics and Mathematics which are relatively low. When comparing students who come from the city and out of town schools, public and private schools, they have quite significant differences in graduates' ability. This condition also contributes to the low quality of the input. Based on this condition, we hold community service activities to strengthen understanding of the basic concepts of Physics and Mathematics for students as their initial provision for studying other material in more depth. The approach used is an empirical approach with guided inquiry methods. The results obtained are that the learning method of this model is very popular with students and teachers, and with the help of Guided Inquiry-based worksheets, it is straightforward for students to improve their understanding of the basic concepts of physics and mathematics, because the guidance in the LKS is very structured.

Atualmente, existe uma deficiência nas divulgações científicas, com o advento de novas tecnologias de comunicação, a informação é divulgada de forma rápida, mas nem sempre correta. Com isso, neste trabalho formulamos um conjunto de histórias em quadrinhos com uma linguagem acessível para a divulgação de conceitos básicos de Física e Astronomia. Para a avaliação das histórias em quadrinhos, estes foram utilizados em um turma-piloto do ensino fundamental e médio. As histórias em quadrinhos se mostram ótimas ferramentas de ensino-aprendizagem principalmente para alunos do ensino médio, que relataram ter maior interesse em atividades lúdicas para o aprendizado.

Some previous studies have shown that electricity and magnetism is one of the concepts of abstract, difficult, and complex. The purpose of the research illustrates the difficulties of academic cross-level physics education students on magnetic electrical concepts. Research used qualitative descriptive methods. The number of research samples is 103 students consisting of 73 the third year Bachelor’s Students of Physics Education and 30 Master’s Students of Physics Education in one of State University in Bandung City. Research instruments used essay-shaped tests and interview guides. Data collection was conducted by giving essay test adapted from Electromagnetic Concept Inventory test consisting of four major subconcepts namely: electrostatic, magnetics, electromagnetic induction and electromagnetic waves. Data analysis was conducted by analyzing the test result data via the answer scale section and analysis of the interview results. The results of the study show interesting thing that the electrostatic subconcept is 3% for Bachelor’s Students of Physics Education and 6% for Master’s Students of Physics Education that answered questions correctly on the concept. In the sub-concept of electromagnetic waves, 7% of Bachelor’s Students of Physics Education and 6% for Master’s Students of Physics Education that answered correctly questions on the concept. The results indicate that most students ' cross-academic level difficulties were on electrostatic sub-concepts and electromagnetic waves that categorized the basic and upper concepts in magnetic electrical concepts. The results of the study give implications that the need to strengthen basic concepts and appropriate learning strategy in teaching the concept of magnetic electricity.

O projeto Ciência em Órbita vem sendo desenvolvido pelo grupo PET Conexão de Saberes: Física e Popularização da Ciência (Unifei – Campus Itabira) desde 2015. Dessa forma, o presente artigo retrata uma amostra de experimentos de Física realizada pelos integrantes do PET, tendo como objetivo, compartilhar de forma clara, dinâmica e didática os conhecimentos da Física. Sendo assim, diversos experimentos são apresentados, nos quais envolvem as diversas áreas da Física Básica, como Mecânica, Termodinâmica, Eletricidade e Óptica, tais como: Globo de Plasma, Bolha de Sabão Gigante, Gerador de Van de Graaff, Bobina de Tesla, entre outros. São explorados os conceitos de Física de forma prática; além do Planetário Itinerante, no qual é possível vivenciar a Astronomia de maneira divertida e lúdica. Os experimentos foram realizados com público livre, em que as abordagens foram adequadas, em relação a faixa etária dos participantes. A metodologia utilizada neste artigo é o estudo de caso com abordagem qualitativa, no qual engloba o desenvolvimento do projeto, as suas principais características e contribuições identificadas, tal como para os participantes quanto para a equipe. Dentre estes, destaca-se os benefícios do elo entre a universidade e a sociedade, no qual promove a disseminação do conhecimento.

This study aims to determine the effect model of Problem Based Learning (PBL) aided virtual media to the mastery of the concepts of physics students SMK 1 Lingsar Academic Year 2015/2016. This study is a quasi-experimental design with Nonequivalent Control Group Design. The study population all students of class X SMK 1 Lingsar and research sample class X-1 and X MM MM-3 were selected by purposive sampling. Data analysis using polled variance t test. The results showed that the model PBL-aided virtual media influence on students' mastery of concepts of physics. Judging from the average value, penguasaam concepts of physics experimental class is higher than the control class. N-gain first test showed that an increase in the value of the mastery of the concept of the experimental class to the theory and calculation. N-gain second Test results show that the experimental group was higher than the control class in each sub material unless the material collision

Discovery learning is a way of teaching that gives students the knowledge to construct a concept discovered through an experiment. The implementation of the experiment will be more effectively done by utilizing the media realized in computer technology, one of which uses virtual laboratory. This study aims to improve students' mastery of concepts of physics discovery aided by the application of learning virtual lab. The results showed that the increase in student mastery of concepts taught Using discovery learning assisted higher laboratoium more than the students who are not being treated. Mastery of concepts in each sub-material has increased significantly, except in the concept of electrical measuring instrument control group is superior to 1% compared to the experimental group.

The purpose of this study was to develop a model of virtual labs on some concepts of physics. In this article will describe some of the findings of the preliminary study carried out in the framework of the development of the virtual laboratory model. Data were collected through observation, questionnaires, interviews, and studies related documents. The results showed that a number of problems related to the lecture held, particularly with respect to the selection method of teaching on certain concepts, issues related to the activities of laboratory experiments, the description of the physics of matter that is difficult for students. Results of this study are expected to be the basis for the development of the model as well as efforts to improve the quality of learning physics, particularly for prospective teachers of physics.

The aim of the present research was to compare two methodological tools with two groups of pre-university secondary education students (17-18 years old). The experimental group worked constructing concept maps using the jigsaw technique (experimental teaching approach, ETA) on the topic of radioactivity in five sessions of their physics course. The control group worked on the same subject in a traditional teaching method (lecture-based teaching approach, LTA). The research design was quasi-experimental, with 28 students of a school in Extremadura (Spain). The results of a pre-test and a post-test were compared for the two groups. The working hypotheses were: (a) students who work collaboratively in constructing concept maps using the jigsaw technique perform better in learning the topic of radioactivity; and (b) this method fosters a positive attitude of the students towards how the topic is taught. With respect to Hypothesis (a), the results appeared to show an improvement in learning in the experimental group, although without reaching statistical significance. Neither were there any statistically significant differences between the post-test results of the two groups. With respect to Hypothesis (b), most of the experimental group students found the method to be very encouraging; despite the insecurity they felt with something new that they were not used to. The experimental group's pre-test and post-test results were strongly correlated (r=0.707), so that the ETA can be regarded as fairly effective since the students learnt more meaningfully and with less effort. Keywords: collaborative learning, concept map, jigsaw technique, teaching radioactivity, physics education.

Educational robotics is an approach that uses robotics as a mean to aid in the learning process, fundamentally of more abstract concepts. In the practical OBR – the Brazilian Robotics Olympiad - students from ages 6 to 18 participate by constructing/programming robots, using concepts of physics, mathematics, and programming, in order to understand complex and abstract concepts. In this paper, an approach to aid in introductory programming courses, focused on students that had never had any contact with computer programming, is presented. The approach presents programming concepts using icons and "flowcharts", and a 3D robotics simulator (V-REP), that has free educational use. The Robotic Operating System (ROS) is also used. The programs to control the robot are developed by graphically constructing fluxograms on the visual editor, and then following the execution of programs using the simulated robot, step by step. Experiments were performed with students in order to evaluate the proposed approach, and the students found the proposal intuitive and easy to understand.

The 2020 strategic plan of the Monterrey Institute of Technology, whose main goal as stated in the Educational Model Tec21 is: “to provide an integral formation and to improve the students competitiveness in their field of study by enhancing the skills of future generations in order to develop the required competencies that will transform them in future leaders, capable to deal with the challenges and opportunities of the XXI century”. Additional to the competencies required by each discipline, the students will develop transversal competencies, such as leadership, problem solving skills, teamwork, etc. The aim is to boost a learning experience based on real life situations. It is well known that students can develop their intuition on mathematical modelling, by using physical phenomena during lecturing hours. Several learning techniques have been used lately. For example: 1) Significant learning (Ausbel, 1963), which is based on four main ideas, learning based on previous knowledge, relations with superior thinking structures, relations with experience, objects or events and affective relations towards knowledge. 2) Learning based on real life experience, which involves all senses during the learning experience and where the student must get fully involved in the process of knowing and making research about particular phenomena. An educative experience developed at the Monterrey Institute of Technology Campus Estado de Mexico is shown in this work. The experience is based on the implementation of technological tools, such as Geogebra and Mathematica for 3D model printing and designing in sophomore courses of Physics and Calculus. The models developed by the students are shown to have a significant impact on the teaching-learning process, since these allow to illustrate complex concepts of Physics, one-variable Calculus and multivariate Calculus. This approach, offers a different perspective on the teaching experience of exact sciences. Finally, the work of the students is analyzed, and based on several surveys applied to the students as well as the professors that took part in this experience, the results are discussed.

The present paper proposes to use some of the hypothesis of the Dow Theory and the physical model called Random Walk, introduced from the binomial probability studied in high school, to evaluate the behavior of the IBOVESPA and some stocks that had a strong influence on the composition of this index in 2018. It was proposed an interdisciplinary activity using the concepts of Physics, mathematics and economics and the use of spreadsheet to perform the calculations. It was observed that students, although they had already studied the subjects separately in the Physics and Mathematics subjects, had not noticed the connections between the subjects and the application in economics allowed them to better understand the news related to the financial market widely divulged in the news., O presente trabalho propõe utilizar algumas das hipóteses da Teoria de Dow e o modelo físico denominado Passeio Aleatório, introduzido a partir da probabilidade binomial estudada no ensino médio, para avaliar o comportamento do IBOVESPA e de algumas ações que tiveram forte influência na composição desse índice em 2018. Foi proposta uma atividade interdisciplinar utilizando os conceitos de Física, matemática e economia e o uso de planilha eletrônica para realizar os cálculos. Observou-se que os alunos, apesar de já terem estudados os temas separadamente nas disciplinas de Física e Matemática, não haviam percebido as conexões entre os assuntos e a aplicação em economia permitiu que eles compreendessem melhor as notícias relacionadas ao mercado financeiro divulgadas amplamente nos telejornais.

Work and energy are the basic concepts of physics used in everyday life that need good representation ability to understand. The aims of the research are to determine students profile using multirepresentation models in understanding the concept of work-energy. Method of this research are descriptive qualitative with purposive random sampling consist of students who have takenbasic physics course in first semester (2017/2018). The Subject of this research were 131 students of physics education program from Bengkulu University and Indraprasta University. Subjects consist of 4th semester (56 students) and 6th semester (75 students) who have received the Basic Physics course previously. Instrument of this research using test concept. The results showed that 38,7% students have correct conception. Energy concervation law is the most difficult concept answer by students and 35,9% students have multiple representation skill. Almost all of the students are easier to interpert in verbal aspect and to write the mathematical representation. So, based on the analysis it can be concluded that students have a low representation because there are some students who do not understand the concept of work-energy correctly.Work and energy are the basic concepts of physics used in everyday life that need good representation ability to understand. The aims of the research are to determine students profile using multirepresentation models in understanding the concept of work-energy. Method of this research are descriptive qualitative with purposive random sampling consist of students who have takenbasic physics course in first semester (2017/2018). The Subject of this research were 131 students of physics education program from Bengkulu University and Indraprasta University. Subjects consist of 4th semester (56 students) and 6th semester (75 students) who have received the Basic Physics course previously. Instrument of this research using test concept. The results showed that 38,7% students have correct conception. Energy concervation law is the most difficult concept answer by students and 35,9% students have multiple representation skill. Almost all of the students are easier to interpert in verbal aspect and to write the ma...

In this study we explore the didactic potential of educational robotics for the construction of an interdisciplinary project for teaching Physics and teaching Mathematics, in the context of basic education. It is an account of interdisciplinary experience in which, through the pedagogy of projects, the use of robots in the construction of timed traffic lights (one for pedestrians and one for cars) was evidenced. This proposal involved students from the 1st, 2nd and 3rd years of high school, aged between 13 and 18 years, from the State School Álvaro Paes, located in the city of Coité do Nóia-AL. The project emerged from the initiative of teachers of Physics and Mathematics, in conjunction with the Robotics Group of the State Network of Alagoas, and in this sense took the concept of kinematics. The activities were developed on Saturdays during the academic year of 2017. It was evident, from this experience, that the contextualization of the classes through robotics projects, make the classes motivating, since the students were involved with the possibility of creating, from the concepts of Physics and Mathematics, in the moments, involving and bringing the subjects closer to a scientific practice. As an educational product, an article was prepared with an account of the practice of a robotics project developed in the classroom. Initially, the training of work teams for the construction and development of tasks in class was carried out. Then the students participated in robotics classes, understanding its fundamentals and its application within the disciplines of Physics and Mathematics, introducing the subject of traffic lights for the Traffic Light.

The extent to whichstudent difficulties in understanding the basic concepts of physics has been a majorissue for teachers and practitioners in the field of physics teaching. The symptom of misconceptionoften interferes with the learning process, especially for students when they are required to accommodatethe knowledge. The way how to identify the occurrence of misconception among students as well as to distinguish it with having no idea of the concept is by occupying the method of Certainty of Response Index (CRI). It is widely asserted that misconception may become the scourge in the teaching of physics and other sciences, because its existence is believed to inhibit the process of assimilation of new knowledge among students. Misconceptionis supposed to be formed in childhood brain in interaction with the surrounding nature. The problem thatmight arise when thetreatment made is thatit is difficult to distinguish whether the students are experiencing misconceptions or just having absent concept. This is because the way to treat students who have misconception will be very different from that of treating students who do not know the concept. Hence, CRI is developed to identify the occurrence of misconception as well as to distinguish it from having absent concept. Generally, CRI can be interpreted as a measure of the level of respondents’ confidence/ assurance in answering the questions provided.

Resumen Esta investigación ha caracterizado el proceso de enseñanza del Álgebra de Vectores implementada en Física desde la perspectiva de la Educación Matemática en la enseñanza de Educación Secundaria, sus características y dificultades en la enseñanza. El enfoque es cuantitativo con un diseño descriptivo. La muestra la conformaron 97 estudiantes del décimo grado y 4 docentes de las asignaturas de Física y Matemática, del Instituto Nacional Autónomo "Rubén Darío", del municipio de Nueva Guinea, a los cuales se les aplicaron test, encuesta, entrevista y guía de observación. En el análisis se ha utilizado el Sistema Estadístico para la Ciencias Sociales (SPSS), en los resultados de relevancia se puede mencionar el uso inadecuado de las propiedades de Álgebra de Vectores durante los procedimientos aplicados a definiciones y conceptos físicos por los estudiantes; asimismo, la búsqueda de los docentes para contrarrestar las debilidades en el aprendizaje del álgebra y la unificación de la herramienta Matemática de manera significativa, en el programa de estudio de Física de Educación Secundaria. Summary This research has characterized the teaching process of linear algebra implemented in physics from the perspective of mathematics education in Secondary school education, their educational characteristics and difficulties. The approach is quantitative with a descriptive design. The sample consisted of 97 students from the tenth grade and 4 teachers that teach physics and mathematics at the National Autonomous Institute ¨Ruben Dario¨, of the municipality of Nueva Guinea to whom they applied, test, polls, interview, and observation guide. The statistical system for social sciences (SPSS) was used in the analysis, amount the relevant results, we can mentioned misuse of the properties of linear algebra during procedures applied to definition and concepts of physics by the students, likewise the Search for teachers to counteract the weaknesses in the learning of algebra and the unification of the mathematic tools in a significant way in the physics programme studies of the Secondary Education.

In learning physics, students often have difficulty in understanding concepts. This certainly has an impact on students’ critical thinking skill. This study aims to analyze students’ critical thinking skills related to the concept of hydrostatic and Archimedes’ principle. This research was conducted using a qualitative descriptive design. The research subjects were students of class XII MIPA in Malang (N = 127). Data collection was carried out through a series of tests in the form of essay and interview questions. The indicator used to create critical thinking questions refers to the five main perspectives presented by Hughes. The results show that the majority of students have relatively low critical thinking skill. It is shown by the average score of critical thinking skill of students which only reached 36.1 from the maximum score of 90. The main cause of the low critical thinking skill of students was the presence of misconceptions experienced by students. The low critical thinking process of students are also caused by students have not yet accustomed to applying the concepts of physics in daily life.

Journal of Physics: Conference Series PAPER • THE FOLLOWING ARTICLE ISOPEN ACCESS The Development of Teaching Material of Physics Introductory for Biology with Science, Technology, Engineering, and Mathematics (STEM) Approach Muhammad Aswin Rangkuti1, Winsyahputra Ritonga1 and Wasis Wuyung Wisnu Brata2 Published under licence by IOP Publishing Ltd Journal of Physics: Conference Series, Volume 1462, The 6th Annual International Seminar on Trends in Science and Science Education 16–17 October 2019, North Sumatera Province, Indonesia Citation Muhammad Aswin Rangkuti et al 2020 J. Phys.: Conf. Ser. 1462 012038 DownloadArticle PDF References 90 Total downloads Turn on MathJax Share this article Share this content via email Share on Facebook Share on Twitter Share on Google+ Share on Mendeley Article information Abstract In higher education, many concepts in physics are applied in various disciplines that explain the development of the theory they learn; one of them is Physics Introductory. Natural Science Students, such as Biology and Chemistry, unwittingly use many essential concepts of Physics. However, the learning process in this course generally only explains concepts in Physics without relating them to the needs of interdisciplinary knowledge. As a result, interdisciplinary students feel that Physics is meaningless and not applicable. This raises the perception that causes them not interested to learn Physics. In fact, the concepts contained in this course are very important for the development of their knowledge. This research will try to rearrange the materials in the Physics introductory course linked to the Biology concepts. The development of teaching materials uses the Research and Development (R & D) method. This paper will discuss theories and publications that support the importance of interdisciplinary integrated learning. Furthermore, the development of teaching material and its effectiveness will be discussed in our future publication.

Technology is very important in learning, particularly in learning physics. This paper aims to determine the feasibility of e-handout PBL-aided simulations PhET. The development of the e-handout is in accordance with the ADDIE development model which is validated by the validator team. E-handout developed with simulations PhET and included in the virtual classroom Schoology can be accessed on a laptop that can be used as teaching materials to help students explore the concepts of physics.

This paper discusses fundamental physical interactions starting from two preliminary assumptions. (a) Although mass of gravity and mass of inertia are equivalent quantities in their measured values, they are qualitatively not identical physical entities. We will take into consideration this difference in our equations. Then it extends this "equivalence-is-not-identity" principle to sources of further fundamental interaction fields, other than gravity. (b) Physical interactions occur between these qualitatively different entities. First it interprets these assumptions. Then, it sketches a picture of fundamental physical fields influenced by the distinction between the two qualitative forms of the individual field-charges and interaction between them. It applies the results of a former publication (Darvas, Concepts of Physics, 2009, 3), which mathematically proved the existence of an invariance between the two isotopic forms of field-charges. It introduces the notion of isotopic-field-charge-spin, proven as a conserved quantity. This conservation predicts the existence of a boson mediating between the two possible isotopic-field-charge-spin states. After these preliminary foundations, it formulates certain consequences in the author s view on the physical structure of matter. Finally the paper discusses how these issues can allow an alternative interpretation of physical experience.

This study aims to determine the feasibility and effectiveness of physics learning e- module based on local culture wisdom. This study is a development using ADDIE model of study design comprised five steps of analysis, design, development, implementation and evaluation. The sample used by 70 students with one group pretest-posttest design. Based on the research results, e-module based on local wisdom that is validated by three experts and three experts media material showed 83% in the category of very viable for use in learning. The effectiveness of e-module was tested using paired sample t test. The results showed no effect of the use-based e-modules of local wisdom to the learning process of physics. Values of N-Gain score indicates the percentage of 81% (in the effective category). E-modules used in this study utilizes the android based smartphone technology. Local wisdom that becomes a source of learning is a game “carbide cannon” who came fromPontianak, West Kalimantan, the terms of the concepts of physics and chemistry. Students’ response to the media developed showed an average score of 87% ratings with very good category.

This study aims to develop basic physics experiment (BPE) to improve the mastery concept in the Melde’s law. Research and development (R&D) was conducted by involving physics pre-service teacher as many as 18 students in the first year and 15 students in the second year as the research sample. Experiment were developed through the development of Science Process Skill (SPS)-based student worksheets which has been reviewed and judgment by expert, which included observing, communicating, classifying, measuring, inferring, predicting, identifying variables, constructing hypotheses, operationally defining variables, designing experiment, acquiring and processing data comes to a conclusion. The results of the first-year study showed that student’s SPS had not been trained optimally, students were still having difficulty in observing, determining experiment variables, inferring and hypotheses. This results in a low mastery of the concept in the Melde law material with a mean class score of 55.56. In the second year, the development of experiment activities was carried out by emphasizing the basic practice of SPS in the beginning of the lecture through simple experimental topics to a more complex. Based on the data processing of the second-year research showed an increase in student process science skills (SPS) and there was an increase in mastery of concept with a mean grade of 73.22. Based on the results of the study, it can be said that the development of basic physics experiment based on SPS that have been carried out can improve the mastery of the concept of in Melde’s law.

The influence of virtual tools as didactic means towards the study of electromagnetism phenomena takes greater relevance every day at the Universidad del Magdalena due to the inclusion of a visual and dynamic element beyond the reading of physical text books and even the development of laboratories real electromagnetism. This article shows a very positive perception on the part of the engineering students regarding the advanced virtual laboratories of electromagnetism, influencing the learning of physical concepts and the development of cognitive competences. Studentś understanding of the concepts of physics in the domain of electromagnetic physics was evaluated in a pre- and post-test design involving 60 participants assigned to four experimental groups and 30 participants assigned to the control group. There were two experimental conditions, namely, experimentation with manipulation of real material, experimentation with virtual manipulation, as well as a condition of control (ie, traditional instruction with no virtual experimentation). Conceptual tests were administered to assess student’s comprehension before, during and after the application of the virtual laboratories. The analyzes revealed that even though the two experimental conditions promote the conceptualization and correct interpretations of the student’s physical concepts in the domain of electromagnetism better than in the control group as expected; we see that, the use of the virtual tool obtains a greater acceptance as this study shows.