Teacher Opinions about the Conceptual Challenges Experienced in Teaching Physics Curriculum Topics

Aykutlu, Işıl; Bezen, Sevim; Bayrak, Celal

doi:10.1016/j.sbspro.2015.01.681

Cited by 11 publications

(5 citation statements)

References 2 publications

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“…Furthermore, there was a 31.58% decrease in the number of students who were unable to build any of the requested graphics. The use of LO allowed to overcome some of the difficulties faced by students in understanding the SHM, such as lack of motivation, deficiencies in understanding numerical expressions and alternative conceptions brought from other topics in Physics (Aykutlu;Bezen;Bayrak, 2015).…”

Section: Hourly Functions and Graph Constructionmentioning

confidence: 99%

Object of learning in the teaching of simple harmonic motion: a case study using active methodology (ISLE type)

Bastos

Sales

Monteiro

2021

RSD

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In classroom, the Simple Harmonic Movement (SHM) is a content generally seen only in the form of expository classes and, for this reason, considered difficult to understand. In order to solve this problem, the following research question was asked: does the Learning Object (LO) contribute to the understanding of SHM, based on the ISLE Methodology approach? For that, simulations of SMH graphics were created with the aid of digital tools. This research was carried out at IFCE Campus Fortaleza and its main objective was to analyze the use of a LO in the discipline of Physics, aiming to assist the student in the simulation of graphs of the Simple Harmonic Movement (SHM), supported by the Active Methodology of the ISLE type, which proposes a Science Investigative Learning Environment. The students performed a pre-test in which they were to analyze and interpret the data of an SHM from its graph. Then, using the LO, the students explored the variables present in a periodic movement, being able to interact with it and visualizing the changes in the movement and in the graphs related to it. Finally, the students performed a post-test that consisted of, again, interpreting an SHM phenomenon based on its graph and producing new graphs representing other of its variables. The results point to an improvement in the understanding of the learners regarding the studied subject, indicating that the use of digital tools and active methodologies can contribute to a meaningful learning of Physics concepts, more specifically, of the SHM.

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Section: Hourly Functions and Graph Constructionmentioning

confidence: 99%

Object of learning in the teaching of simple harmonic motion: a case study using active methodology (ISLE type)

Bastos

Sales

Monteiro

2021

RSD

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“…Peserta didik merasa kesulitan dalam pembelajaran fisika yang dikarenakan kurangnya pengetahuan konseptual, adanya miskonsepsi, kesulitan yang dimiliki siswa dalam memahami konsep abstrak, kurangnya keterampilan operasional matematika, dan kurangnya waktu dalam pembelajaran di kelas (Aykutlua, Bezena, & Bayraka, 2015). Menurut Liliarti & Kuswanto (2018), Peserta didik biasanya terkendala dalam penguasaan konsep, rumus dan perhitungan, grafik dan diagram, dan praktikum yang disajikan secara bersamaan (Liliarti & Kuswanto, 2018).…”

Section: Pendahuluanunclassified

Pengembangan Bahan Ajar Konsep Dasar Fisika Untuk Mahasiswa Pendidikan Guru Madrasah Ibtidaiyah

Billah

2019

JOTALP

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Tujuan penelitian ini adalah untuk mengembangkan produk yang berupa buku ajar fisika untuk mahasiswa PGMI/PGSD dan Pendidik IPA berbasis keterampilan berpikir tingkat tinggi. Penelitian ini berpendekatan research and development dengan desain penelitian mengikuti model 4D, yakni define, design, develop, and disseminate. Tahap define meliputi studi lapangan dan studi literatur; design meliputi penentuan sumber daya dan perancangan produk awal; develop meliputi validasi dan revisi; dan disseminate meliputi pengemasan dan sosialisasi. Hasil penelitian berupa buku ajar yang berjudul “Konsep Dasar Fisika untuk Mahasiswa PGMI/PGSD dan Pendidik IPA”. Isi buku ajar meliputi 12 bab, yakni: Besaran dan Satuan; Pengukuran; Gerak; Gaya; Usaha, Energi, dan Daya; Pesawat Sederhana; Zat dan Wujud; Suhu, Pemuaian, dan Kalor; Getaran dan Gelombang; Gelombang Bunyi; Cahaya dan Alat Optik; dan Informasi Penting terkait Konsep Dasar Fisika. Hasil validasi dari ahli materi dan media menyatakan bahwa produk akhir dari pengembangan adalah layak digunakan sebagai bahan ajar fisika untuk PGMI/PGSD dengan rerata persentase dan kriteria kelayakan isi, penyajian, Bahasa, kontekstualitas, dan kegrafikan berturut-turut sebesar: 86,08 % (sangat baik); 82,39 % (sangat baik); 87,50 % (sangat baik); 87,12 % (sangat baik); dan 90,18 % (sangat baik).

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“…In order to have better learning outcomes in Physics Sukarmin et al (2017) argue that there is need to develop a learning strategy that identifies and considers learners' interests, goals and motivation in the design of the subject's instructional objectives and delivery. This way, the negativity surrounding physics, lack of enthusiasm towards it and the difficulty of using mathematical formulae among the learners can be minimized (Aykutlu et al, 2015). The use of creative experiments in teaching has also been observed to increase the level of understanding and retention of attention of students during the learning of Physics (Shishigu et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review

Awuor¹,

Okono²

2022

JSS

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ICT integrated active learning has proven to tremendously improve learners' educational outcomes and their classroom engagement unlike the traditional classroom approach. This can be attributed to the fact that active learning shifts the learning process and activities from teacher-focused to become more learner-centered, and is guided by the learning ability of the students. Through this, learners get to experience the learning process in their own pace. So despite the existence of differences and multiplicities in terms of learning styles and achievement levels in a classroom, through active learning, the learners are in full control of the learning process and they can engage with the learning materials at their own level of understanding, review confusing concepts, or break the sessions' learning content into bits that they can easily comprehend. For instance, in teaching and learning of Physics, the instruction methods have been demonstrated as the major reason for the decline of its performance and less populous among students in Kenya. This paper, therefore, explores the need to enhance the teaching and learning of Physics in secondary schools by adopting learner-centered teaching methodologies, and providing a systematic review of frameworks for the integration of technology towards enriching active class learning. Then we leverage these insights coupled with field experience to derive and design a framework for ICT integration in teaching and learning of Physics in developing countries (case of Kenya). The hybrid framework will be learner-centered and will eliminate the learner barriers that exist due to personalities, temperaments among others. The review adopted the scoping review technique to map the key concepts underpinning the study to the main sources of the literature.

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Teacher Opinions about the Conceptual Challenges Experienced in Teaching Physics Curriculum Topics

Cited by 11 publications

References 2 publications

Object of learning in the teaching of simple harmonic motion: a case study using active methodology (ISLE type)

Object of learning in the teaching of simple harmonic motion: a case study using active methodology (ISLE type)

Pengembangan Bahan Ajar Konsep Dasar Fisika Untuk Mahasiswa Pendidikan Guru Madrasah Ibtidaiyah

ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review

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