Students’ assessment of interactive distance experimentation in nuclear reactor physics laboratory education

Malkawi, Salaheddin; Al-Araidah, Omar

doi:10.1080/03043797.2013.811476

Cited by 19 publications

(8 citation statements)

References 17 publications

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“…Work arounds can occur through remote access, videoed laboratories and simulations. Although the 'hands-on' lab may be regarded as the paragon of engineering labs, the use of remote and video labs may allow situations to be explored that could otherwise be regarded as dangerous (such as with a nuclear reactor [13] or a military helicopter engine [14]), or some specific test situations could be presented to students through a pre-recorded collection for examination. Simulations can allow more rapid changes and corresponding evaluation that can encourage the activation of reflective observation and active experimentation stages in the Kolb learning cycle.…”

Section: Activities and Interactionsmentioning

confidence: 99%

Situated Learning Perspective for Online Approaches to Laboratory and Project Work

Steele

Schramm²

2021

PCEEA

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The engineering laboratory in a university is where most students feel they are entering a place where engineering is done and practiced. With the COVID-19 pandemic many Canadian universities closed theircampuses and teaching moved online. This closed off access to laboratories and their rich range of resourcesand experiences to students. We use a situated learning framework to consider the online lab. To furtherreinforce the examination of the online approach we used the Kolb experiential learning cycle to complement the situated framework. Using examples from our own courses we look at the three areas of situated learning,activities and interactions, mediation, and participation and identity. The examination shows the insight fromusing this framework and learning cycle can be valuable, including insight into the stages of learning and howthose stages can be developed.

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Section: Activities and Interactionsmentioning

confidence: 99%

Situated Learning Perspective for Online Approaches to Laboratory and Project Work

Steele

Schramm²

2021

PCEEA

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“…Various countries have developed nuclear physics education programs to increase students and public knowledge about nuclear physics. Some of these programs include PULSAR reactor research (Malkawi & Al-Araidah, 2013); Cyber Learning Platform for Nuclear Education and Training (CLP4NET) (Yakovlev et al, 2015); Radioactivity Remote Laboratory Activities (RRLA) (Karpudewan & Chong, 2018). The program is research involving a nuclear reactor centered, students, teachers, communities and academics.…”

Section: Introductionmentioning

confidence: 99%

Implementation of NPIVL to Improve Critical Thinking Skills of Pre-Service Physics Teacher

Hartini

Liliasari²,

Sinaga³

et al. 2022

Berk Ilm Pendidik Fis

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This study aimed to describe the critical thinking skills of pre-service physics teacher through the implementation of the Nuclear Physics Inquiry Virtual Laboratory (NPIVL) program. This study used a quantitative pre-experimental study with one group pretest-posttest design involving 14 pre-service physics teachers at one of universities in Banjarmasin, South Kalimantan. The research sample was taken using purposive sampling. The instrument used in this study was a test of critical thinking skills with 25 essay type questions. The questions were compiled based on five indicators of critical thinking skills, namely elementary clarification, basic support, inference, advanced clarification, and strategy and tactics. Data were analyzed using quantitative descriptive. Based on the results of the study, it was found that pre-service physics teachers’ critical thinking skills had a normalized N-gain of 0.33 in the medium category. The percentage of the increase in critical thinking skills indicators was varied, from the largest were basic support, elementary clarification, inference, advanced clarification, and the smallest was strategy and tactics. Based on these findings it can be concluded that the implementation of the NPIVL program can improve the thinking skills of pre-servive physics teacher.

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“…Progress in technology and in accessing the required information is an essential condition of the 21 st century. This explains why a physics education is important for future engineers and professionals from many areas, who want to work successfully in the developing world (Malkawi & Al-Araidah, 2013). Bandura (1997) defined self-efficacy as "the beliefs of students about their competence in overcoming the difficulties in achieving the determined targets".…”

Section: Introductionmentioning

confidence: 99%

Engineering Students’ Self-Efficacy Related to Physics Learning

Tezer

Aşıksoy

2015

JBSE

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Various studies have demonstrated that students who have high levels of academic high levels of academic self-efficacy are better at overcoming obstacles, have higher targets and are more confident. So, the aim of this research was to determine the self-efficacy levels of engineering students regarding physics, and to analyse the effect of their alma mater, class levels, the type of engineering programme in which they are being educated and academic success variables on their self-efficacy regarding physics. In the present research “Physics self-efficacy scale” including two factors which were developed by the authors was used to collect the data. Considering one of the independent variables, such as their alma mater, it can be seen that students who graduated from private high schools had a higher level of self-efficacy. In addition, compared to other students, those in their first year had a higher level of self-efficacy, which led to greater academic success. Key words: engineering students, learning, self-efficacy, physics education, physics learning.

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Students’ assessment of interactive distance experimentation in nuclear reactor physics laboratory education

Cited by 19 publications

References 17 publications

Situated Learning Perspective for Online Approaches to Laboratory and Project Work

Situated Learning Perspective for Online Approaches to Laboratory and Project Work

Implementation of NPIVL to Improve Critical Thinking Skills of Pre-Service Physics Teacher

Engineering Students’ Self-Efficacy Related to Physics Learning

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