Examining the Physics Conceptions, Science Engagement and Misconceptions of Undergraduate Students in Stem

Bahtaji, Michael Allan A.

doi:10.33225/jbse/23.22.10

Cited by 6 publications

(5 citation statements)

References 21 publications

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“…It is widely accepted that students' conceptions are highly context-dependent (cf. Bahtaji, 2023), which further underpins the observed relationships: The weak correlations align with the literature as the MMP scale only measures students' model understanding of photons, while the RSM scale assesses their general model understanding.…”

Section: Discussion Of Research Questionsupporting

confidence: 67%

Quantum science in a nutshell: fostering students' functional understanding of models

et al. 2023

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Fostering students' understanding of models is a challenge. However, in particular for learning quantum physics an elaborate understanding of models is required. We investigated activities to foster students' functional thinking about (quantum) models in a synchronous online course. The results of an evaluation study (N = 59) showed that the participants improved in their quantum physical thinking about photons and had slightly improved their understanding of physics models in general. A correlation analysis indicates that there are no significant correlations between the students' general understanding of models in physics and their functional understanding of quantum models. Implications of our findings for both teaching and future research with regard to quantum physics education are discussed.

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Section: Discussion Of Research Questionsupporting

confidence: 67%

Quantum science in a nutshell: fostering students' functional understanding of models

et al. 2023

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“…The concept of inertia, an essential topic of mechanics, with some critical notes from the history of this topic, is discussed by Bussotti (2021). Alternative conceptions of students in Newtonian mechanics are examined by Bahtaji (2023). Learning heat and temperature concepts by pupils at primary schools are discussed by Tseng et al (2023).…”

Section: Goals Related To Knowledge Selected To Raise the Quality Of ...mentioning

confidence: 99%

Raising Quality of Physics Education: Contribution of Jbse Over the Past Issues

Demkanin

2023

JBSE

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I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs – in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals – knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means – by the methods of education – methods of teaching and learning. So, let's look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work.

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“…As it is evident, physics not only exists concretely in our lives but also facilitates the development of new practical applications in practice (Neito et al, 2023). However, research has shown that physics is perceived as theoretical, abstract, complex, formula-driven, disciplinary, intensive, and independent of everyday life experiences (Abak, 2003;Bahtaji, 2023;Henriksen et al, 2004). In order to address this negative perception towards physics and to enhance more effective physics education, various projects have been developed and implemented in many countries.…”

Section: Introductionmentioning

confidence: 99%

Curriculum Development Based on an Interdisciplinary Context-Based Learning Approach in the Context of Electricity and Magnetism

Yalçin,

Sadik

2024

JBSE

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

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Examining the Physics Conceptions, Science Engagement and Misconceptions of Undergraduate Students in Stem

Cited by 6 publications

References 21 publications

Quantum science in a nutshell: fostering students' functional understanding of models

Quantum science in a nutshell: fostering students' functional understanding of models

Raising Quality of Physics Education: Contribution of Jbse Over the Past Issues

Curriculum Development Based on an Interdisciplinary Context-Based Learning Approach in the Context of Electricity and Magnetism

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