Greek MOOC of Experiments with Simple Materials for Students Generates Significant Findings for Teachers and Physics Education

Nantsou, T. P.; Kapotis, E.; Tombras, George S.

doi:10.1109/educon46332.2021.9453876

Cited by 8 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Physics education requires experimental practice in order to enhance the understanding phenomena and processes on the concepts it is based on [6] [7]. The American Association of Physics Teachers [8] indicates that introductory physics laboratory goals should be:…”

Section: Primary School Physics Educationmentioning

confidence: 99%

“…According to a study involving 728 students of the Physics Department of the National and Kapodistrian University of Athens and various National Technical University of Athens departments, 98% had done none or limited systematic experimentation during their school years [10]. Physics student books are obsolete, ignoring discoveries and scientific research done in scientific institutions worldwide [6]. Students without a personal interest in science, somehow grown in them, cannot anticipate covering the gap through school and curricula.…”

Section: Physics Education In Greecementioning

confidence: 99%

“…Another study by the University of Athens [6] has shown that teachers, mainly in primary education, have difficulties teaching physics and engineering due to insufficient theoretical knowledge of Physics or general and experimental skills. Also, female teachers have shown more significant difficulties experimenting with electrical and electronic circuits than male teachers from the same study [6].…”

Section: Physics Education In Greecementioning

confidence: 99%

“…What is remarkable is that teachers are aware of their shortcomings and actively participate in any training that promotes personal and professional development such as MOOCs (Massive Online Open Courses) and improves knowledge and experimental skills [6]. Continuing professional development is important as the flexible provision of a range of educational opportunities designed to promote lifelong learning [11].…”

Section: Physics Education In Greecementioning

confidence: 99%

See 3 more Smart Citations

A Physics and Engineering Lab for Primary Teachers at CERN

Nantsou

Kapotis

Tombras

2021

Int. J. Recent Contrib. Eng. Sci. IT

View full text Add to dashboard Cite

Major international Research Centers run Continuous Professional Development Courses for Primary Teachers on Science, Technology, Engineering, and Mathematics activities and experiments. The projects and the hands-on workshops inspire teachers through cutting-edge science and technology to influence and spread the research culture to their students in return. The STEM lab in this paper was presented in a CERN program for Greek primary educators teaching Physics and IT. The research focuses on the teachers' electromagnetic lab and was tested by students in the classroom environment for two subsequent years. The results of both labs, of teachers and students, are examined regarding their basic understanding of Physics Laws and scientific research.

show abstract

Section: Primary School Physics Educationmentioning

confidence: 99%

Section: Physics Education In Greecementioning

confidence: 99%

Section: Physics Education In Greecementioning

confidence: 99%

Section: Physics Education In Greecementioning

confidence: 99%

See 2 more Smart Citations

A Physics and Engineering Lab for Primary Teachers at CERN

Nantsou

Kapotis

Tombras

2021

Int. J. Recent Contrib. Eng. Sci. IT

View full text Add to dashboard Cite

show abstract

Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis

Turan,

Yilmaz

2024

J of Engineering Edu

View full text Add to dashboard Cite

BackgroundMassive open online courses (MOOCs) have gained popularity as a form of distance education, highlighting the need for additional research. Various studies have systematically examined scholarly research on MOOCs. However, the reviewed academic publications on the use of MOOCs in engineering education are limited.Purpose/Hypothesis(es)This study aims to examine the implementation of MOOCs in engineering education using systematic review and bibliometric analysis methods.Design/MethodThis study examines 68 studies from the Web of Science database that fall within the scope of the systematic review and 257 studies for bibliometric analysis.ResultsSince 2018, there has been a growing number of studies exploring the uses of MOOCs in engineering education. The quantitative research method is the most preferred, while the mixed method is the least preferred. The study found that using MOOCs in engineering education resulted in positive student perceptions and satisfaction. However, the lack of interactivity between learners and instructors or among learners was the most frequently reported problem. Moreover, the bibliometric analysis indicates that reviewed studies extensively explore learners' engagement, interactions, and feedback processes. Recently, academic research focused on sentiment analysis, deep learning, educational technology, machine learning, and text mining.ConclusionsThere is a need for further investigation into utilizing MOOCs in engineering education. This study's evaluation of MOOCs' pros and cons yields essential insights for optimizing their use in engineering education. By leveraging the positive aspects outlined in the study, educators can enhance engineering students' satisfaction and participation in MOOCs. These findings offer a valuable resource for researchers exploring MOOC‐related topics in engineering education.

show abstract