Electronic collection of solved physics problems to encourage students’ active approach (not only to self study)

Koupilová, Zdeňka; Mandíková, Dana; Snětinová, Marie

doi:10.1088/1361-6404/aa7509

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…A well-organized solution layout fosters good problem-solving habits of students. The digital The key to promoting an active approach amongst readers is a specially designed structure of problem solutions [13]. The initial parts of each problem are an attractive title to pique the reader's interest, followed by a well-organized and clearly formulated assignment that incorporates realistic physics values.…”

Section: Collection Of Solved Problemsmentioning

confidence: 99%

Electronic Collections of Solved Problems in Physics and Physics Experiments

Koupilová,

Kácovský,

Snetinová

et al. 2024

J. Phys.: Conf. Ser.

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The Collection of Solved Problems in Physics and the Collection of Physics Experiments have been developed at the Department of Physics Education, Faculty of Mathematics and Physics, Charles University for more than fifteen years. Although they are prepared as support materials for the students of our department, the audience is much larger. The Collection of Physics Problems is used not only by university students of other study programs and universities, but also by lower and upper secondary school students and their teachers. There are more than 950 (in Czech), and 320 (in English) fully solved problems covering all major areas of physics with a specially designed solution structure that promotes active thinking and the development of problem-solving skills. Selected problems are accompanied by interactive components. They are mainly prepared in GeoGebra or Wolfram Mathematica. Their aims are various, e.g., they help to create a correct geometrical view of the problem; they show the temporal development of the process; they simulate a mental process involved in solving the problem; they graphically show the solution for values other than those given; they allow to simulate various alternatives. These elements are designed for free play and exploration by the reader, and they are accompanied by tasks that lead the reader to a deeper understanding of the problem. The Collection of Physics Experiments is widely used by in-service teachers at both levels of secondary education. The collection includes approximately 170 experiments in Czech and 80 experiments in English. The focus is on selecting practical classroom experiments that captivate students. Most experiments come with video sequences presenting sample experiment settings and/or procedures.

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Section: Collection Of Solved Problemsmentioning

confidence: 99%

Electronic Collections of Solved Problems in Physics and Physics Experiments

Koupilová,

Kácovský,

Snetinová

et al. 2024

J. Phys.: Conf. Ser.

Self Cite

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“…In order to help students avoid superficial reasoning habits and adopt sophisticated scientific models, students need to be aware of the discrepancy among similar terminologies and be able to logically connect related principles. However, Koupilová et al (2017) contended that most of the problems and their solutions provided by conventional learning materials are insufficient for students to undertake active learning, such as hints (to shape the problems), verbal analysis, and comments of alternative solutions. To achieve the pedagogical goal, some researchers have emphasised the importance of devising well-designed instructional sequences which aim at providing comprehensive guidance and effectively engaging students' thinking (e.g.…”

Section: Scientific Conceptual Reasoningmentioning

confidence: 99%

A study of the conceptual comprehension of electric circuits that engineer freshmen display

Chang

Shieh

2018

Eur. J. Phys.

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The purpose of this study was to examine the extent of students’ conceptual comprehension of electric circuits obtained during their high school years, as opposed to in recent class lectures. A total of 201 first-year university students majoring in Engineering in four introductory physics classes were involved in the study. A lecture demonstration of electric circuits was designed to achieve the study purpose. After observing the demonstration, the students were required to identify the associated phenomena and then explain the underlying physical laws. The students’ reasoning performance was used to examine their conceptual comprehension. Two instructional strategies, group discussion without prior lecture and individual reasoning with prior lecture, were implemented to assess student performance. The findings disclosed that although the students had studied the topic previously, most of them could only identify the key phenomena involving simple principles, but failed to identify those involving profound ones. The models most of them adopted were scientifically acceptable but inappropriate in the given context. The students who engaged in group discussion appeared to have a higher phenomenon identification rate than that of the individual-reasoning group. Contrarily, the individual-reasoning group was found to have adopted the valid principles more effectively than the discussion group, probably due to the prior instruction received in the current class. The topics recently lectured seemed to have guided the students’ cognitive orientations toward selecting principles, regardless of their validity. The study findings reveal that the concepts the students had acquired from their earlier learning were rather limited. That is, sophisticated instructional design is always pivotal, regardless of students’ prior learning experiences. Moreover, when adopting demonstration as a teaching tool, explicit instructional guidance is also crucial.

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