Learning of Physics, Beliefs and Attitudes of Students of Engineering, an Educational Intervention

The effectiveness of integrated science, technology, engineering and mathematics project-based learning module

“…Abilities to make real-world connections in learning physics allow students to link physics concepts and their real-world experiences [46]. Students who believe learning physics are relevant and useful in a wide variety of real-world contexts can connect the physics concepts with real-life experiences and effectively explain how the world works [46], [47]. In addition, students who are interested in learning physics can relate the physics content with real-world applications [41].…”

“…Physics conceptual understanding is essential for students to master in order to learn physics better, able to apply physics concepts and principles in various situations [56], [66]- [68] and succeed in physics [61]. Students with higher physics conceptual understanding tend to view physics knowledge as a coherent system of ideas, have strongly organized physics knowledge, have the consistency of their answer across different problems [62], able to apply physics concepts in a particular situation, solve complex physics problems, transfer physics knowledge to other contexts, explain phenomena qualitatively with physics processes [32], [56], retain new physics knowledge longer [63], have greater ability to make decisions when come to deal with physics problems and become critical in every situation [47]. Meanwhile, students with lower physics conceptual understanding tend to experience difficulties in developing conceptual understanding as their conceptions remained unclear and inconsistent, memorizing facts.…”