Teaching physics by magic

Bagnoli, Franco; Guarino, Alessio; Pacini, Giovanna

doi:10.1088/1361-6552/aaed62

Cited by 6 publications

(4 citation statements)

References 22 publications

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“…Similarly, Bagnoli, Guarino & Pacini (2019) delivered 'science magic' lectures to 15 to 20 year old students, with subsequent surveys and interviews suggesting that the lectures were positively received, had acted as a catalyst for additional study, and that some students had re-staged the demonstrations in their own time. Researchers involved in the 'cs4fn' initiative staged live 'computing magic' shows for teenage students, with feedback indicating that the students had found the shows enjoyable and had an increased understanding of key concepts (Curzon & McOwan, 2008;Curzon, McOwan & Black, 2009).…”

Section: Promoting Science and Mathematicsmentioning

confidence: 99%

Conjuring cognition: a review of educational magic-based interventions

Wiseman

Watt

2020

PeerJ

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For hundreds of years, magic tricks have been employed within a variety of pedagogic contexts, including promoting science and mathematics, delivering educational messaging, enhancing scepticism about the paranormal, and boosting creative thinking for product design. This review examines this diverse body of work, focusing on studies that have assessed the impact of such interventions. Although the studies tended to yield positive outcomes, much of the work suffered from methodological shortcomings, including measuring the impact of interventions over a relatively short period of time, focusing on self-report measures and failing to employ control groups. The paper makes several recommendations for future study in the area, including assessing the longer-term impact of magic-based interventions, comparing these interventions to other types of pedagogic techniques, focussing on knowledge retention and behavioural outcomes, and collaborating with magicians to develop more impactful interventions.

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Section: Promoting Science and Mathematicsmentioning

confidence: 99%

Conjuring cognition: a review of educational magic-based interventions

Wiseman

Watt

2020

PeerJ

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“…Based on the evidence mentioned in previous research (Bagnoli et al, 2018;Camarao & Nava, 2017;Erinosho, 2013;Martin et al, 2015;OECD, 2015;Ornek et al, 2008;Sarı & Madlazim, 2015;Sari et al, 2019), it seems that there is a need to improve student learning of physics by overcoming the difficulties students face in learning physics. The Ministry of Education (MOE) of the United Arab Emirates (UAE) recommended that physics teachers improve their educational methods to make physics more attractive and less abstract.…”

Section: Introductionmentioning

confidence: 96%

Enhancing the Learning of Newton’s Second Law of Motion Using Computer Simulations

AlArabi

Tairab

Wardat

et al. 2022

JBSE

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This quasi-experimental study was conducted in two secondary schools in a major city in the United Arab Emirates (UAE) to examine the impact of Computer Simulations (CSs) on students’ learning of Newton’s Second Law of Motion (NSLOM) in grade 11 compared to traditional face-to-face education. The study used Newton’s Second Law of Motion Achievement test (NSLMAT) as a pre and post-test to collect the data. Altogether 90 students aged 16-17 (grade 11) participated in this study. Two grade 11 girls' classes (40 students) and two grade 11 boys' classes (50 students) were chosen randomly to participate in this study. Descriptive and Inferential statistics were used to analyze data. Results showed that CSs, through visualization, aided in establishing connections and brought attention to the concepts and details of NSLOM. In addition, CSs yielded better results than those taught in face-to-face education. The Results also suggest that CSs greatly impacted both female and male students. CSs helped female and male students gain a better understanding of NSLOM topics. The study recommended that physics teachers integrate CSs into their teaching and use them as valuable tools to improve student learning outcomes. Keywords: computer simulations, United Arab Emirates, Newton’s Second Law of Motion, students’ performance

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“…In these examples, programs that convert the videotaped movements into graphics were used. As for the studies focusing on stationary bodies, examples were as follows: a two-dimensional triangular shape was hung from different corners, and drawings were made with the help of a plumb line [6], a two-dimensional rectangular shape was pushed out from the edge of a table by its short and long sides respectively, and drawings were made of its position at the moment of falling, two-dimensional triangular and rectangular geometric bodies were hung on a stick and drawings were made [7], and an attempt was made to determine the support point where the body remained in balance [3,8]. However, these sample applications for both moving and stationary bodies were structured for cases where the CM is inside the body.…”

Section: Introductionmentioning

confidence: 99%

Example activity: how to determine the center of mass of a body if the center of mass is outside the body?

Şahin

2023

Phys. Educ.

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The centre of mass (CM) is a key concept that facilitates the understanding of various physics topics and the solution of problems. This study’s aim is to present an activity for students to experimentally determine the location of the CM of bodies with a CM outside the body. Thus, an example activity will be presented that will allow students to understand the situation where the CM is outside the body, to find the CM of bodies, and to generate new examples with a CM outside the body themselves. For at-rest bodies, the common experimental technique for finding the CM of the body consists of drawing two vertical gravity lines through the body, and the CM is at the intersection of these lines. In this research, this technique is adapted to cases where the CM is outside the body.

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Teaching physics by magic

Cited by 6 publications

References 22 publications

Conjuring cognition: a review of educational magic-based interventions

Conjuring cognition: a review of educational magic-based interventions

Enhancing the Learning of Newton’s Second Law of Motion Using Computer Simulations

Example activity: how to determine the center of mass of a body if the center of mass is outside the body?

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