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Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.

This research assessed topics in physics where culture-based pedagogy may be utilized and the applicability of Batangueño culture to these topics. It also determined the visual presentations which canbe prepared by teachers to incorporate Batangueñoculture in physics instruction. The end purpose of the study was to develop a teaching guide using culture-based pedagogy to reinforce the student’s learning, and help them achieve high academic performance. Descriptive method was adopted with questionnaire as tool in gathering data. Interviews and focus group discussions were also conducted. Thirty physics teachers in public secondary schools of the Division of Batangas City served as respondents. Purposive sampling was applied in determining the respondents. Frequency, percentage, ranking and weighted mean were statistical tools applied. Findings revealed that the culture-based pedagogy that could be utilized in teaching physics was on topics: Constant and Uniformly Acceleration; Work, Power and Energy; Laws of Motion; Projectile Motion; Heat and Light. Batangueño culture was found applicable in teaching physics. The visual presentations which could be used were pictures, powerpoint and video clips. Moreover, the proposed teaching guide utilizing culture-based pedagogy may be used by teachersto heighten students’ interest and motivation and to attain active participation and high achievement. It may be a reference of employing Batangueño culture in teaching the topics. It was recommended that the output be presented to the school heads and supervisors for their comments and suggestions for enrichment of content and application of culture-based pedagogy not only in science but in other learning areas.

Advances in information and communication technology in 21st century have led to changes in education trends and today new concepts such as computer, multimedia, audio, video, animation and internet have become an indispensable part of life. The storytelling is the one of approach which is allowed to using technology in educational field. The aim of this study is to define the use of digital storytelling in physics instruction as a distance education tool. In this respect, the literature related to digital storytelling was analyzed and for applying it in practice, 13 pre-service teachers from department of physic education were trained on digital storytelling for 6 weeks in spring term of 2013- 2014 academic year. Following the process of instruction, pre-service teachers created and shared digital stories in YouTube and evaluated all of them. Furthermore, opinions of the pre-service teachers were asked on digital story telling As a result of the analysing the DST videos and opinions of pre-service teacher, it is expected that using digital storytelling as distance education tool will be efficacious.

The aim of this study is to determine the pre-service physics teachers views on the effect of designing and developing physics digital stories (DST) on improving their 21st centuries skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6 weeks, at Yuzuncu Yil University, Turkey, in the spring term of 2013-2014 academic year. Data were collected using semi-structured interviews and were examined by descriptive analysis technique focusing on the themes. The major findings of the study are that they developed their many 21st century skills; such as ICT (information and communication technologies) skills, critical thinking, problem solving; planning, self-control, responsibility, production; communication, cooperation, and collaboration when creating their digital stories. Thus, to design and develop digital stories have a positive effect on pre-service physics teachers' skills, and improve many 21st century skills.

Neste artigo analisamos diferentes concepçõoes e raciocínios dos alunos sobre conceitos básicos envolvidos em circuitos elétricos simples, que se tornam obstáculos para a aprendizagem, e apresentamos um produto de um trabalho de pesquisa, que consiste em um conjunto de atividades de simulação e modelagem computacionais, desenvolvidas com o software Modellus, levando em conta tais dificuldades, com o objetivo de auxiliar o aluno a superá-las. In this paper we analyze different student's conceptions and reasonings regarding basic concepts involved in simple electric circuits, that become obstacles for the learning, and present a product of a research work, that consists in a set of computational modeling and simulation activities, developed with the software Modellus, taking into account such difficulties to help students to surpass them.

Este trabalho apresenta os resultados de um estudo sobre a efetividade da integração entre teoria, simulação computacional com o software Modellus e atividades experimentais, em tópicos de mecânica. O estudo foi realizado com quatro grupos de estudantes do Ensino Médio. Um deles constituiu o grupo controle e os demais realizaram ou atividades experimentais, ou modelagem computacional ou ambas. Um teste foi aplicado antes e depois da intervenção, além de questionários de opinião. Os resultados indicam que para alguns tipos de problema de mecânica, as atividades experimentais são mais eficientes em promover um melhor desempenho dos alunos. Em outros tipos de problemas a simulação computacional mostrou-se mais eficiente. Porém, de maneira geral, a combinação de atividades experimentais e simulação computacional mostraram-se mais efetivas em promover a aprendizagem. Os resultados indicam que as atividades com experimentos, quando simultaneamente simulados no computador com o software Modellus, podem se completar proporcionando, na maioria dos casos, uma evolução conceitual e o aumento na curiosidade e motivação dos estudantes. This work presents results of a research on the effectiveness of the integration of theory, computer simulation with the software Modellus and experimental activities in topics of mechanics. The study was conducted with four groups of high school students. One was the control group and the others carried out experimental activities, or computational modeling, or both. Tests were applied before and after interventions. The results indicate that for some types of problems, the experimental activities are more effective in promoting better student performance. In other types of problems the computer simulation proved to be more efficient. However, in general, the combination of experiments and computer simulation were more effective in promoting learning. The set of results indicate that the combination between experimental activities and computational simulation through the use of the Modellus software can promote, in most of the cases, a conceptual evolution and awake the curiosity and motivation of the pupils.

PHETCHABUN RAJABHAT JOURNAL, 14, 2, 78-88

Bu araştırma ortaöğretim dokuzuncu sınıf fizik dersi ?optik? ünitesinin öğretiminde, bilgisayar destekli öğretim yöntemlerinden animasyonların ve simülasyonların akademik başarıya ve kalıcılığa etkisini sınamak amacıyla yapılmıştır. Araştırma Adana ili merkez Sarıçam ilçesindeki bir devlet ortaöğretim okulunda öğrenim görmekte olan toplam 79 öğrenci ile gerçekleştirilmiştir. Araştırmanın verilerini toplamak için 2007-2008 öğretim yılı ikinci döneminde, yaklaşık olarak on saatlik bir çalışma yapılmıştır. Veri toplama aracı olarak, ortaöğretim 9. sınıf fizik dersinin ?optik? ünitesi ile ilgili kazanımlar doğrultusunda, araştırmacı tarafından hazırlanan fizik akademik başarı testi, deneysel işlem öncesinde öntest, deneysel işlem sonrasında sontest ve uygulamadan 12 hafta sonra da kalıcılık testi olarak kullanılmıştır. Araştırmada iki deney ve bir kontrol grubu kullanılmıştır.Araştırma sonuçlarına göre; bilgisayar destekli öğretim yöntemlerinden animasyonların ve simülasyonların, öğrencilerin akademik başarılarını ve bilgilerin kalıcılıklarını olumlu yönde etkilediği görülmüştür. Animasyonlar ve simülasyonlarla yapılan öğretim ile kontrol grubunun etkisi birbiriyle kıyaslandığında, öğrencilerin akademik başarılarında anlamlı bir farklılığın olduğu ortaya çıkmış olup, bilginin akılda kalıcılığında gruplar arasında anlamlı bir fark oluşmamıştır.Anahtar Kelimeler: Fizik Öğretimi, Bilgisayar Destekli Eğitim, Bilgisayar Destekli Öğretim, Bilgisayar Animasyonları, Bilgisayar Simülasyonları, Optik. The study was conducted to find out the effects of animations and simulations in computer-assisted instruction on academic success and retention when teaching ?optic? unit in physics for the ninth graders in secondary education.The research sample consisted 79 students from a state school in Sarıçam district in Adana. The data was collected during a 10 hour period in 2007-2008 academic term. The data collection tools were prepared by the researcher in line with the optic unit in the 9th grade physics lesson and consisted physics academic success test, pre-test previous to the experimental phase and a post-test following this phase. The students also received a retention test after 12 weeks. The tests were given to one control groups and two experimental groups.The result of the study reveals positive correlations between animations and simulations and students? academic success and retention. When the results from the experimental group, who received computer-assisted instruction with animations and simulations, were compared to these of control group, there was a significant difference in their academic success. However, the analysis didn?t show any significant difference in students? retention levels.Keywords: Physics Instruction, Computer Assisted Education, Computer Assisted Instruction, Computer Animations, Computer Simulations, Optic. 112

Educational research repeatedly shows that delivery mode instruction, such as "traditional" lectures, commonly does not help students to acquire sufficient functional understanding of physics: typically, students just achieve a 15-20% normalized gain on the Force and Motion Conceptual Evaluation (FMCE). Previously, we have successfully designed different "conceptual" labs in physics and in electrical engineering, where an average normalized gain of 61% on the FMCE has been achieved. Inspired by our previous success with conceptual labs – and with a starting point in the ideas on so called Interactive Lecture Demonstrations as developed by David Sokoloff, Ron Thornton and co-workers – our aim with this project has been to a) test how interactive lecture demonstrations best are to be enacted in a Swedish lecture setting, and b) investigate the results of such lectures in terms of student understanding. As in the conceptual labs, interactive lecture demonstrations utilize computer-assisted data acquisition and analysis of data from a "real" experiment in real-time. In the lecture setting, however, only one experimental set up is used, and the students have to engage with the task by following the lecture, making predictions and answering questions on a worksheet. In the project, we have designed and implemented the interactive lecture demonstration format with a starting point in previous experiences and research. We have also investigated the results of these lectures by means of quantitative and qualitative methods. The result of the quantitative tests shows a 37% normalized gain on the FMCE, indicating that the implementation of this approach is better than "traditional" lectures. However, the result is not as good as the results obtained from the conceptual labs, probably because the students here were not as engaged in the experiment as they had been in the lab setting. Still, one should take into consideration that interactive lecture demonstrations use fewer resources; for instance, only one set of equipment is needed. For this reason, we suggest that the use of interactive lecture demonstrations should be considered in cases where it is not possible to implement a full set of conceptual labs. It would also be interesting to explore the optimal combination of labs and lectures. In sum, the implementation of interactive lecture demonstrations show that it is possible to do reforms, and achieve active learning, in the framework of a lecture setting. Final report from the Council for Renewal of Higher Education project 090/G03. Slutrapport för projekt 090/G03, Rådet för högre utbildning.

Computer und deren Anwendungen sind in den letzten Jahrzehnten Standardwerkzeuge in Wissenschaft und Technik bis hinein ins alltägliche Leben geworden. Auch in die Schullandschaft hat die elektronische Datenverarbeitung Einzug gefunden. Die denkbaren Nutzungsmöglichkeiten von Computern im Unterricht sind vielfältig. Das Erfassen von Messgrößen aus Experimenten gehört zu den Grundlagen naturwissenschaftlicher Erkenntnisgewinnung. In einem experimentzentrierten Unterricht kommt Computerunterstützten Messwerterfassungssystemen als technisches Hilfsmittel speziell zur Aufnahme und Weiterverarbeitung der Messwerte daher eine große Bedeutung zu. In diesem Bereich hat die Entwicklung der jüngsten Zeit zu einer nahezu unüberschaubaren Vielzahl von Soft- und Hardwarepaketen geführt. Dabei variieren die existierenden Systeme von einfachen Anwendungen der Standard-Computerperipherie bis hin zu komplexen, baugruppenartig erweiterbaren Schnittstellensystemen. Sowohl Funktionsprinzip als auch Funktionsumfang und Bedienung unterscheiden sich zum Teil beträchtlich. Eine wichtige Aufgabe der gegenwärtigen fachdidaktischen Forschung ist, die Vergleichbarkeit Computerunterstützter Messwerterfassungssysteme im Physikunterricht zu untersuchen. Dabei muss ihrer Nutzbarkeit – zumindest als technisches Hilfsmittel zur Messdatenerfassung – analysiert werden. Die vorliegende Arbeit leistet hierzu einen Beitrag. Ihr Ziel ist es, einen Katalog möglichst objektiv erfassbarer Kriterien zu finden, anhand deren die „Nutzbarkeit“ von Computerunterstützten Messwerterfassungsystemen im Physikunterricht komparativ analysiert werden kann. Eine Reihe solcher Messwerterfassungsysteme ist in den Bestand des Medienlabors des Fachbereichs Physik – Didaktik der Physik – der Universität Siegen integriert und unter unterrichtspraktischen Bedingungen auf ihre „Nutzbarkeit“ verglichen worden. Basierend auf den gewonnenen Ergebnissen wurde ein Analysebogen entwickelt, der es Lehrenden und Lernenden nun erleichtert ermöglicht, Computerunterstützte Messwerterfassungssysteme zielgerichtet zu erproben und zu beurteilen.

Bu araştırmanın temel amacı Birlikte Deneyle Öğrenme Tekniğinin 9. sınıf öğrencilerinin Fizik dersi 'Madde ve Özellikleri' ünitesindeki akademik başarılarına etkisini ve uygulamada ortaya çıkan sorunları ortaya koymaktır.Araştırmanın çalışma grubunu 2007'2008 eğitim yılının ilk yarıyılında Aydın ili Merkez ilçedeki iki Anadolu Lisesinin toplam dört sınıfında okuyan 119 dokuzuncu sınıf öğrencisi (61 kız, 58 erkek) oluşturmaktadır. Çalışmada iki deney iki kontrol grubu yer almaktadır. Deney gruplarında dersler Birlikte Deneyle Öğrenme Tekniği ile kontrol gruplarında ise tüm sınıf öğretimi ile işlenmiştir. Araştırma verileri araştırmacı tarafından hazırlanan başarı testi, görüşme formları ve gözlem formları ile toplanmıştır. Başarı testi araştırmanın nicel boyutunu oluştururken, görüşme ve gözlem formları nitel boyutunu oluşturmuştur. Veri toplama araçlarından başarı testi, deneysel işlemler öncesi ön test olarak, deneysel işlemler sonrası son test olarak ve deneysel işlemlerin tamamlanmasından yedi hafta sonra kalıcılık testi olarak uygulanmıştır. Araştırma süresince birer deney ve kontrol grubunda haftada ikişer saat gözlem yapılmıştır. Gözlemler, yapılandırılmış gözlem formu aracılığıyla gerçekleştirilmiştir. Gözlemlerden elde edilen veriler temele alınarak görüşme formu hazırlanmıştır. Niceliksel veri toplama araçlarından elde edilen verilerin çözümlemeleri SPSS (11,5) paket programından yararlanılarak gerçekleştirilmiştir.. Yapılan analizler sonucunda Birlikte Deneyle Öğrenme Tekniği'nin öğrencilerin Fizik dersine ilişkin akademik başarılarına ve öğrenilenlerin kalıcılığına olumlu etkilerinin olduğu görülmüştür. Gözlem ve görüşme formlarından elde edilen verilerin analiz sonuçları ise; Birlikte Deneyle Öğrenme Tekniği'nin öğrencilerin sosyalleşmesi, iletişim becerileri ve arkadaşlık ilişkileri üzerinde olumlu etkisi olduğunu göstermektedir. B.D.Ö.Tekniği'nin, laboratuar koşulları olmayan okullarda ve deneye dayalı olan fen alanı derslerinde kullanılabileceği söylenebilir. The main purpose of this research is to determine the effects of the Learning Together through Experiment Technique on academic achievement of the students towards 9 th grade Physics course on 'Matter and Properties' unit and the problems that occur during the application. The sample of the study consist of 119 ninth grade Anatolian high school students (61 girls, 58 boys) who are attending a state school in 2007-2008 academic term at the centre district of Aydın. Two experimental groups and two control groups were assigned in the study. The experimental groups learned Physics by using the Learning Together through Experiment Technique and the control groups learned Physics by using the whole class instruction. Data has been collected by achievement test, semi-structured interview forms and structured observation forms designed by the researcher. Achievement test which was used for data gathering materials were practiced as a pretest before the experimental activities, as a posttest after the experimental treatment and it was performed as a retention test. SPSS (11.5) was used for quantitative data analysis materials. The results showed that; Learning Together through Experiment Technique had positive effects on achievement towards Physics lesson and retention of the learning. The results were getting from the observation and interview forms showed that; Learning Together through Experiment Technique had positive effects on the socialization, communication skills and friendship relevance of the students. It was said that; Learning Together through Experiment Technique can use in the school without laboratory and science lessons teaching with the experiments.

Neste artigo analisamos o comportamento da energia eletromagnética em circuitos do tipo RLC. Discutimos as principais dificuldades dos alunos na aprendizagem de conceitos básicos envolvidos neste tipo de circuito e apresentamos dois produtos oriundos de um trabalho de pesquisa: i) um conjunto de atividades de simulação e modelagem computacionais, propostas com o software Modellus, levando em conta tais difiuldades, com o objetivo de auxiliar o aluno a superá-las e ii) um teste sobre a compreensão de conceitos físicos envolvidos em circuitos RLC. In this paper we analyze the behavior of electromagnetic energy in RLC circuits, discussing the main student's dificulties on basic concepts involved and presenting two products originated in a research work: i) a set of computational modelling and simulation activities, developed with the software Modellus, taking into account such dificulties to help students to surpass them and ii) a test about the understanding of physics concepts involved in RLC circuits.

Neste artigo analisamos diferentes concepções e raciocínios dos alunos sobre conceitos básicos envolvidos em circuitos elétricos simples, que se tornam obstáculos para a aprendizagem, e apresentamos um produto de um trabalho de pesquisa, que consiste em um conjunto de atividades de simulação e modelagem computacionais, desenvolvidas com o software Modellus, levando em conta tais dificuldades, com o objetivo de auxiliar o aluno a superá-las. In this paper we analyze different student's conceptions and reasonings regarding basic concepts involved in simple electric circuits, that become obstacles for the learning, and present a product of a research work, that consists in a set of computational modeling and simulation activities, developed with the software Modellus, taking into account such difficulties to help students to surpass them.

The overall aim of this project was to contribute to making the study of physics in teacher education more effective, interesting and more attractive to women student, by developing an activity- and inquiry-based outdoor education approach supported by a web portal http://outdoorphysics.educ.umu.se/. The website has a two-fold function in the project. On the one hand, it is a mediating tool for learning physics, containing suggestions of cases for outdoor activities and interactive computer models and visualisations supporting the understanding of physics. On the other hand, it presents a cumulative result of the project development, containing students and teachers work, ideas and recommendations. It has been developed in the form of a multilingual didactic material so that it can also be used in master courses for international students. This report covers a one-year project supported by the Swedish Council for the Renewal of Higher Education.

Neste artigo analisamos as principais dificuldades dos estudantes na interpretação de gráficos da Cinemática e apresentamos dois subprodutos diretos de um trabalho de pesquisa voltado para a superação destas dificuldades. Estes subprodutos estão relacionados a um conjunto de atividades de modelagem computacional complementares às atividades tradicionais de ensino da Cinemática e a adaptação e validação de um teste sobre o entendimento de gráficos da cinemática. In this paper we analyze the main student difficulties in the interpretation of kinematics graphs and we present two by-products of our research oriented to overcome these difficulties: a set of complementary teaching activities involving computational modelling and an adaptation of a test about understanding of kinematics graphs to Portuguese with its respective validation.

International audience; We present criteria for the analysis and elaboration of the content of instruction, at middle school level, in a specific domain: physics. This content, which we call the knowledge to be taught, has to respect several constraints in order to be teachable in a real school. Here we have chosen to analyse in depth those constraints which are related to the specific features of the physics. One of the constraints is a goal which, very often, justifies physics teaching: the operational aspect of physics knowledge in everyday life. The other constraint is related to a crucial aspect of an experimental science: the need for coherence between the formal aspects and their field of applicability. Our analysis is based on an epistemological approach to physics knowledge and on assumptions about learning. This analysis is related to the case of an innovative programme of teaching on electricity. Physics instruction from epistemological and didactical bases. Available from: https://www.researchgate.net/publication/226632253_Physics_instruction_from_epistemological_and_didactical_bases [accessed Apr 25, 2015].

Neste artigo analisamos o comportamento da energia eletromagnética em circuitos do tipo RLC. Discutimos as principais dificuldades dos alunos na aprendizagem de conceitos básicos envolvidos neste tipo de circuito e apresentamos dois produtos oriundos de um trabalho de pesquisa: i) um conjunto de atividades de simulação e modelagem computacionais, propostas com o software Modellus, levando em conta tais dificuldades, com o objetivo de auxiliar o aluno a superá-las e ii) um teste sobre a compreensão de conceitos físicos envolvidos em circuitos RLC. In this paper we analyze the behavior of electromagnetic energy in RLC circuits, discussing the main student's difficulties on basic concepts involved and presenting two products originated in a research work: i) a set of computational modelling and simulation activities, developed with the software Modellus, taking into account such difficulties to help students to surpass them and ii) a test about the understanding of physics concepts involved in RLC circuits.