The impact perception of the resonance phenomenon simulation on the learning of physics concepts

Chekour, Mohammed

doi:10.1088/1361-6552/aac984

Cited by 11 publications

(10 citation statements)

References 10 publications

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“…Even by using simulation, the learning process can be achieved as a meaningful learning process [14]. The use of simulation is ultimately able to facilitate the understanding of a concept [15][16][17]. So the use of simulation in the physics learning process is highly recommended [18].…”

Section: Discussionmentioning

confidence: 99%

Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome

Susanti

Yaqiina

Maulana

2022

J. Phys.: Conf. Ser.

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This research aims to develop interactive simulations of Newton’s gravity concept that can improve student learning outcomes. This research is research and development. The research model referred to is the ADDIE model. This research has produced educational products in the form of interactive simulations of Newton’s concept of gravity. The educational product developed assists students in visualizing Newton’s concept of gravity. The results of theoretical validation obtained an average score of 91.3% with very good criteria. The score indicates that the research product that has been developed in general has a very good feasibility. The details for the material aspect are 93.8% and the media are 89.2%, with very good feasibility for each aspect. This shows that the interactive simulation of Newton’s gravity concept that has been developed has very good material quality, excellent media quality, and can be used in the learning process very well. The results of the implementation show that the educational product that has been successfully developed is also proven to improve student learning outcomes, especially in the Newtonian concept of gravity. The large increase that occurs after using the simulation is medium. It can be concluded that this research has produced educational products in the form of interactive simulations that are feasible to use and proven to be able to improve student learning outcomes on the Newtonian concept of gravity.

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Section: Discussionmentioning

confidence: 99%

Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome

Susanti

Yaqiina

Maulana

2022

J. Phys.: Conf. Ser.

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“…The 3D simulations also gave them a holistic view of the concept, offering them situations they can easily imprint on, thereby improving students' engagement. Zacharia and other researchers [32][33][34][35] found that when the teachers interacted with the computer-based simulations, the explanations they constructed were more fluent, more detailed, scientifically more accurate, and involved more formal reasoning. Similarly, games involving puzzles and crosswords were complimentary online engaging resources that were utilized to address the students' reasoning skills and problem-solving competences.…”

Section: Assessment Of Course Content and Designmentioning

confidence: 94%

COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar

et al. 2021

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An unprecedented turn in educational pedagogies due to the COVID-19 pandemic has significantly affected the students’ learning process worldwide. This article describes developing a STEM-based online course during the schools’ closure in the COVID-19 epidemic to combat the virtual science classroom’s limitations that could promise an active STEM learning environment. This learning model of the online STEM-based course successfully developed and exercised on 38 primary–preparatory students helped them to overcome the decline in their learning productivity. Various digital learning resources, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games, were implemented as instructional tools to achieve the respective content objectives. A feedback mechanism methodology was executed to improve online instructional delivery and project learners’ role in a student-centered approach, thereby aiding in the course content’s qualitative assessment. The students’ learning behavior provided concrete insights into the program’s positive outcomes, witnessing minimal student withdrawals and maximum completed assignments. Conclusions had been drawn from the course assessment (by incorporating both synchronous and asynchronous means), student feedback, and SWOT analysis to evaluate the course’s effectiveness.

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“…This approach consists of progressing in the understanding of a real phenomenon by proposing a digital model. In this way, we can compare the results produced by a simulation of this model and the results of the phenomena studied in the real world (Chekour, 2018). Educators stress the importance of the integration of simulation to facilitate the cognitive task of learners and to provide quality education in physical sciences and particularly in electricity (De Jong et al, 2013).…”

Section: Impact Of the Pspice Simulator To Teach Electricity To High ...mentioning

confidence: 99%

Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils

Chekour¹,

Seghroucheni²,

Tadlaoui³

et al. 2022

tused

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Teaching physical science has been challenging for educators for quite some time, and with the Covid-19 pandemic, the situation has even worsened which made the adoption of blended learning in the different cycles of education only a matter of time. This paradigm requires nevertheless a certain command when it comes to using some specific tools dedicated to the simulation of some physical science knowledge laboratories. The objective of this research is to study the effect of integrating the "Simulation Program with Integrated Circuit Emphasis" simulator tool in a blended learning environment on the conceptual learning of electricity. To achieve this goal, we adopted a quantitative methodology to assess the outcome of the experience which involved 40 pupils. The experimental group teacher used blended learning and integrated the simulation to teach the electricity module. The same teacher adopted traditional teaching with the control group (40 pupils). The instrument used is a test instrument in the form of a quiz which consists of 20 questions. All questions were in the form of multiple-choice questions to facilitate a more efficient analysis. The results of this research report the positive effects of integrating simulation into a blended learning environment with a statistically significant difference. Moreover, the experiment shows that 90 per cent of the pupils in the experimental group passed the test, as opposed to 75 per cent of the control group.

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The impact perception of the resonance phenomenon simulation on the learning of physics concepts

Cited by 11 publications

References 10 publications

Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome

Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome

COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar

Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils

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The impact perception of the resonance phenomenon simulation on the learning of physics concepts

Cited by 11 publications

References 10 publications

Newton’s Gravity Interactive Simulation to Improve 10th-Grade Students’ Learning Outcome

Newton’s Gravity Interactive Simulation to Improve 10th-Grade Students’ Learning Outcome

COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar

Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils

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Product

Resources

About

Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome

Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome