Texts and reading practices in physics education: Analysis of the voices of subjects in initial teacher education

Setlik, Joselaine; Silva, Henrique César da

doi:10.1016/j.tate.2023.104112

Cited by 6 publications

(3 citation statements)

References 20 publications

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“…This enables a person to make precise judgments regarding information or situations by considering specific standards (Forawi, 2016). The third indicator is the ability to create (C6), which involves the capacity to combine elements into something new, complete, and comprehensive (Setlik & Silva, 2023). This includes the ability to create new solutions, ideas, or concepts that go beyond simply combining existing elements (Latifah et al, The Design stage, which is the second stage, involves the design of Higher-Order Thinking (HOT) based evaluation instruments consisting of 20 multiple-choice questions, 10 essay questions, and an assessment rubric.…”

Section: Resultsmentioning

confidence: 99%

Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics

Kusumaningtyas,

Manyunuh,

Kurniasari

et al. 2023

IJOLAE

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This study aimed to enhance student learning outcomes in the field of work and energy within senior high schools through the development of evaluation instruments based on higher-order thinking skills (HOTS). Higher-order thinking encompasses advanced cognitive abilities such as analysis, evaluation, and creative problem-solving. The evaluation instrument created was meticulously designed to encourage students to think critically, solve intricate problems, and apply physics principles to real-world scenarios. The research methodology employed the development research approach. The instrument development process comprised several stages, including needs analysis, instrument design, validation, and revision. To ensure the instrument's precision and validity, experts in physics education and educational evaluation actively participated in the validation process. The resulting evaluation instrument included a combination of multiple-choice questions and open-ended responses. Students underwent assessment using this instrument following their study of work and energy. Evaluation data were subsequently analyzed through both quantitative and qualitative methods. The outcomes demonstrated a significant improvement in student learning achievements concerning work and energy when using evaluation instruments founded on higher-order thinking. Students who utilized this instrument exhibited superior critical thinking skills, enhanced problem-solving abilities, and an improved capacity to apply physics concepts in real-life situations. This study provides invaluable recommendations for educators and curriculum developers, advocating for the adoption of higher-order thinking-based evaluation instruments in high school physics education. Such an approach has the potential to bolster students' higher-order thinking capabilities and augment their learning outcomes in the context of work and energy. In summary, the successful development and validation of the HOTS based evaluation instrument for 10th-grade high school physics students studying work and energy attest to its viability. Rigorous evaluations from both subject matter experts and media specialists consistently affirmed its suitability across diverse aspects, encompassing appearance, content, and language. Educators, who play a pivotal role in instrument implementation, lauded its effectiveness in teaching work and energy concepts. Positive feedback from students, the primary beneficiaries of this evaluation instrument, underscores its widespread acceptance and appropriateness. In sum, this research underscores the instrument's strong validity and practicality for evaluating students' grasp and application of work and energy principles in high school physics, endorsing its capacity to augment learning outcomes.

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Section: Resultsmentioning

confidence: 99%

Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics

Kusumaningtyas,

Manyunuh,

Kurniasari

et al. 2023

IJOLAE

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“…The most efficient way to carry out educational tasks, such as studying the English language, according to subjects in the COVID-19 outbreak, was through elearning. In terms of language learners using Moodle, Setlik and da Silva [46] looked at the impact of teacher preparation. A positive influence came to light.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementation of Learning Management Systems (Moodle): Effects on Students’ Language Acquisition and Attitudes towards Learning English as a Foreign Language

Qaddumi,

Smith

2024

Trends in Higher Education

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Among the most popular learning management systems (LMS) available worldwide is Moodle. This current study examines how learners’ attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle’s interactive language-learning activities. Thirty-three undergraduate students participated in this study. We investigated the effects of engaging language-learning exercises that were practiced on Moodle using an experimental research design. To find out if the experimental and control groups differed significantly from one another on pre- and post-measures regarding the development of language skills and attitudes toward language classrooms, a number of statistical tests were employed. We conducted a data analysis using SPSS software. The results demonstrated that there were differences favoring the experimental group in the development of language skills and the attitudes of learners toward the language classroom. There were no apparent differences in forming structures, speaking, or listening compared to the control group’s learners. On the other hand, there were notable differences in the overall score, writing and reading skills, and lexical item mastery. Additionally, significant differences in the language acquisition growth of the experimental and control groups were found using an independent-sample t-test in the post-test, with the experimental group benefiting.

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“…Связь физики и математики в учебниках физики имеет специфические характеристики, такие как билингвизм, который переплетает вербальный текст с математическими и научными символами [34]. Следовательно, тексты по физике требуют различных когнитивных процессов для взаимодействия читателя с текстом, чтобы иметь возможность понимать дискурс, в который они вставлены, поскольку незнание одного из языков, используемых в этих текстах, может быть препятствием для понимания и чтения по физике.…”

Section: обсуждение результатовunclassified

Methodology of studying physical fields at the university

Kochergina¹,

Mashinyan²,

Gerasimova³

2023

P Sci Edu

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Problem and objective. The physical field as a transmitter of physical interaction is the most complex invisible object in the physics course of a technical university. There is no single mechanism for studying and description of classical fields: all fields are studied using different methods at different times. Purpose of the paper: to identify and substantiate the general approaches to formation of knowledge about physical fields and particular methods within the framework of these approaches. Methodology. The following methods were used in the research: theoretical analysis and generalisation of literature on the content of general physics course at universities; modelling a system of knowledge about physical fields on the basis of fundamental physical interaction, mathematical operators and relativistic theories; analysis of methods and approaches to forming the knowledge on physical fields that would be consistent with the above model and with modern didactic concepts on the structure of particular methodological systems. Results. The authors analysed a number of Russian and foreign methods forming the knowledge about physical fields at a technical university. The inductive and deductive approaches to studying physical fields were distinguished: their stages, content and significance of each stage for due mastering of physical and worldview-forming knowledge. The inductive approach highlights, in the first place, the connection of physical laws with experience, providing visualisation and understanding of the core of physical phenomena; however, additional work is required – generalisation of knowledge about physical fields. The deductive approach practices a unified way to explore any physical field; generalisation is made actually in parallel with the study of the new material; however, it requires preliminary work – the students’ mastering mathematical operators and their physical interpretation. Alongside with the general approaches, particular methods for studying physical fields have been shown: experiment, analogy, modelling. These methods and approaches to presentation of physics content form a basis for the construction of appropriate techniques. Conclusion. The highlighted methods and approaches to formation of ideas about physical fields as well as the methodologies for their development in technical university students meet all the requirements of the theory and practice of teaching general physics, having practical and worldview-forming significance.

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Texts and reading practices in physics education: Analysis of the voices of subjects in initial teacher education

Cited by 6 publications

References 20 publications

Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics

Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics

Implementation of Learning Management Systems (Moodle): Effects on Students’ Language Acquisition and Attitudes towards Learning English as a Foreign Language

Methodology of studying physical fields at the university

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