Recent advances in classroom physics

Abstract

In recent years, a number of factors have prompted change in the teaching of physics. These factors include: 1) results from physics education research, 2) technology as a teaching tool, 3) a decline in the number of students choosing physics as a major field of study, and 4) concerns about the physics content knowledge of different groups of students with particular career goals. These factors and the changes that have resulted are discussed, including a greater focus on conceptual understanding and the cognitive skills required to understand and apply physics concepts, interactive engagement methods, teaching physics in different contexts, and the use of technology.

Sejarah dan Filsafat Sains Sebagai Pendekatan dalam Pengajaran Fisika pada Konsep Archimedes

“…Dalam hal ini, kajian komprehensif dari kemajuan dalam fisika (Thacker, 2003) mencatat bahwa kurikulum dan kursus telah didesain dengan peningkatan pemahaman konseptual dan keterampilan kognitif yang diperlukan untuk memahami dan menerapkan konsep-konsep fisika, lingkungan pengajaran yang menarik dan situasi (seperti "kehidupan nyata"). Strategi "keterlibatan Interaktif" diklaim lebih efektif daripada metode tradisional dalam meningkatkan pemahamannya siswa pada konsep yang sulit (Hake, 2002).…”

Thought Experiments in Teaching Free-Fall Weightlessness: A Critical Review and an Exploration of Mercury’s Behavior in “Falling Elevator”

“…Recent advances in physics education were possible thanks to robust results resulting from many studies related to physics learning and teaching (McDemott & Redish, 1999;Thacker, 2003):…”

The Lack of Physics Teachers: “Like a Bath with the Plug out and the Tap half on”

“…Gunstone (2008, 2012) used qualitative methodology to explore views about physics held by a group of physics teachers whose teaching practice was traditional, and compared these with the views held by physics teachers who used conceptual change approaches. Through semi-structured interviews and observations, Mulhall and Gunstone (2008, p. 444) (Mulhall & Gunstone, 2012, p. 444) Previous Research -Nature of Physics Classroom Practices Even though many empirical studies have demonstrated that carefully planned, interactive instruction can be effective in promoting conceptual change and enhance performance (Cahyadi, 2007;McDermott & Redish, 1999;Redish & Steinberg, 1999;Thacker, 2003;Vosniadou, 2007;Wieman et al, 2008), findings from the literature show that many physics teachers continue to teach using the same old, ineffective, traditional, teacher-centred instructional approach (Angell, Guttersrud, Henriksen, & Isnes, 2004;Gallagher, 1991;Hackling, Goodrum, & Rennie, 2001;Tobin & Gallagher, 1987;Vosniadou, 2007).…”