Teaching with Physlets

Christian, Wolfgang; Belloni, Mario; Sokołowska, Dagmara; Cox, Anne J.; Dancy, Melissa H.

doi:10.1088/1361-6552/ab8103

Cited by 9 publications

(8 citation statements)

References 11 publications

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“…We used interactive Physics Simulations, one for plane mirrors and one for image formation by convex and concave lenses [7]. Simulations and animations from Physlet Physics were also used for single slit diffraction, two slit interference, and diffraction gratings, as a method to introduce students to these phenomena [8]. For homework assignments, students answered questions based on readings from the textbook, and sometimes related to simulations.…”

Section: Supporting Scientific Process At Homementioning

confidence: 99%

Teaching an introductory optics lab course online

Dark

2021

Phys. Educ.

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In fall 2020, the Physics Department was tasked with coming up for a plan for optics, our one credit lab course. Because of the continued COVID-19 pandemic, our institution planned to offer a fully online fall semester, with no students residing on campus. The college announced the plan 5 weeks prior to the start of the semester. This paper will detail how optics was taught online using a hybrid format of delivery.

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Section: Supporting Scientific Process At Homementioning

confidence: 99%

Teaching an introductory optics lab course online

Dark

2021

Phys. Educ.

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“…Within the scope of the physics course, current digital learning environments are divided into two categories as 'constrained' and 'less constrained' [3]. Digital learning environments used in physics education, such as PhET simulations [4], Physlets [5] and QuVis animations [6], are 'constrained'. These are ready-made simulations that focus on the points that experts who prepare simulations in these programs consider the most important.…”

Section: Introductionmentioning

confidence: 99%

Algodoo for online education: impulse and momentum activities

Çoban

2021

Phys. Educ.

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During the periods of sudden transition to online education, the opportunity to make applications that might attract students’ attention to the course has decreased even more. Although this deficiency tried to be eliminated with videos and simulations, it was not possible to ensure the active participation of students in some cases. In this study, the Algodoo program, which can increase the efficiency of the teaching environment by ensuring active participation of students in online lessons and the applications that can be done about impulse and momentum, are explained in detail. A total of six different applications were carried out, one related to the subject of impulse, one related to the momentum, two related to the relationship between impulse and momentum change, and two related to momentum conservation. At the same time, while developing these applications, the adjustments made on the simulation and the reasons are explained in detail. In this way, both the introduction of the program and the sample application suggestion were presented. The values obtained as a result of the applications were calculated and compared both theoretically and on simulation in different ways. As a result, it has been observed that the values have internal consistency with each other and are also compatible with theoretical calculations. The Algodoo program, which allows many interactive applications and can be downloaded for free, is a program that can be used both in lecturing and evaluation processes in physics lessons during the online education process.

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“…Many digital learning environments (DLEs) utilized in and developed for physics education-such as PhET simulations (Wieman et al 2008), Physlets (Christian and Belloni 2001) and QuVis animations (Kohnle et al 2012)-tend to be centred on particular physics phenomena and/or concepts. These phenomenon-specific DLEs function for students as well-defined Original content from this work may be used under the terms of the Creative Commons Attribution 4.0 licence.…”

Section: Introductionmentioning

confidence: 99%

Variation theory as a lens for interpreting and guiding physics students’ use of digital learning environments

2020

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In this paper, we examine the implementation of a digital learning environment—namely, the physics software, Algodoo—which is less-constrained in its design than the digital learning environments typically used in physics education. Through an analysis of a case study, we explore a teaching arrangement wherein physics teachers responsively guide small groups of students as they use less-constrained DLEs in a mostly self-directed manner. Our analysis leads to practical recommendations for physics teachers in terms of (1) how to glean useful information about students’ existing physics knowledge through observation and (2) how to responsively intervene so as to productively guide students toward the learning of particular physics content. These recommendations stem from our use of the variation theory of learning as a lens for physics students’ use of digital learning environments.

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Teaching with Physlets

Cited by 9 publications

References 11 publications

Teaching an introductory optics lab course online

Teaching an introductory optics lab course online

Algodoo for online education: impulse and momentum activities

Variation theory as a lens for interpreting and guiding physics students’ use of digital learning environments

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