Model experiments and analogies for teaching Einsteinian energy

Boublil, Shachar; Blair, David

doi:10.1088/1361-6552/ac96c0

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…Today, teachers and educators embrace opportunities to teach modern physics topics in schools: they can choose from a growing number of learning resources, lesson plans, and professional development programmes (e.g. [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22]). These resources and programmes are often developed by education and public outreach teams of large-scale physics collaborations or institutes that connect cutting-edge physics with curriculum content.…”

Section: Introductionmentioning

confidence: 99%

Making an IMPRESSion: mapping out future directions in modern physics education

Kersting,

Blair,

Sandrelli

et al. 2023

Phys. Educ.

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Modern physics is an exciting and rapidly progressing field, prompting significant shifts in how we teach physics across all educational levels. While there is broad agreement on the need to modernise physics education and support physics teachers in this transition, existing initiatives often remain scattered across different educational contexts. In response, this directions paper synthesises insights from the International Modern Physics & Research in Education Seminar Series symposium to guide the efforts of our global physics education community and to increase their impact and reach. We bring together viewpoints from the symposium’s panellists and discuss these views as visions for the future of our field, mapping out pathways for navigating the challenges and opportunities ahead. Ultimately, we hope this paper will serve as a roadmap for teachers, educators, and physicists wishing to enhance modern physics education research and practice.

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Section: Introductionmentioning

confidence: 99%

Making an IMPRESSion: mapping out future directions in modern physics education

Kersting,

Blair,

Sandrelli

et al. 2023

Phys. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…So the acceleration of an object in free fall always has a positive value, namely the acceleration due to earth's gravity (a = g = 9.8 m/s2). Therefore, free fall is a type of accelerated linear motion (GLBB) (Boublil, Blair, & Treagust). , 2023).…”

Section:  Introductionmentioning

confidence: 99%

Argument Driven Inquiry-Based Students’ Worksheets on the Topics of Free Fall Movement to Improve Students' Curiosity

Setiawan,

Nugroho,

Nurohman

et al. 2023

JPP

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Argument Driven Inquiry-Based Students' Worksheets on the Topics of Free Fall Movement to Improve Students' Curiosity. This research is to determine validity, effectiveness, and practicality of an Argument-Driven Inquiry-based students' worksheets development in an effort to increase students' curiosity. Development method used is 4D (Define, Design, Develop, and Disseminate). Development stage is carried out by developing and perfecting students' worksheets products that can be applied in classroom learning. This stage validation was carried out by three validators consisting of 3 science teachers with results of each validator being valid and very valid. Practicality students' worksheets was obtained from the score of response questionnaire and observation. The response questionnaire, a score of 90.72% was obtained, while from observation, a score of 90% was obtained. From the average results obtained a score 90.36% which is categorized as very practical. Based on this, it can be concluded that development Argument-Driven Inquirybased free fall motion worksheets for learning obtains valid, effective, and practical categories in increasing student's curiosity about Newton's law free fall.

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Design and Implementation of an Einsteinian Energy Learning Module

Boublil

Blair

Treagust

2023

Int J of Sci and Math Educ

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The most famous equation in physics, E = mc2, is rarely introduced in middle school physics curricula. Recent research has shown that teaching Einsteinian concepts at the middle school level is feasible and beneficial. This paper analyses an Einsteinian energy teaching module for Year 8 students (13–14 years old), which encompasses the two fundamental energy formulas in modern physics, E = mc2 and E = hf. In the context of activity-based learning, the Einsteinian energy module relates to all the forms of energy in traditional school curricula. This study uses a design-based research approach within the Model of Educational Reconstruction framework. Modern experiments, historical events, and educational research helped us identify relevant Einsteinian energy concepts, activities, and assessments. The study included 22 students who participated in nine in-class Einsteinian energy lessons. Analysing results in the post-test showed a 31% mean increase from the pre-test, a clear and significant positive change in students’ conceptual understanding. The results demonstrated students’ ability to deal with very large and small constants of proportionality and physical concepts involved in the module.

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Model experiments and analogies for teaching Einsteinian energy

Cited by 5 publications

References 8 publications

Making an IMPRESSion: mapping out future directions in modern physics education

Making an IMPRESSion: mapping out future directions in modern physics education

Argument Driven Inquiry-Based Students’ Worksheets on the Topics of Free Fall Movement to Improve Students' Curiosity

Design and Implementation of an Einsteinian Energy Learning Module

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