Use of a System Thinking Learning Force and Motion Concept in Physics for Nurse Course

Rakbamrung, Prissana; Thepnuan, Preeyanan; Nujenjit, Nattaphon

doi:10.1016/j.sbspro.2015.07.068

Cited by 8 publications

(5 citation statements)

References 18 publications

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“…Justeru, selaras dengan hasrat menyepadukan pendidikan formal dan tidak formal untuk mencapai hasil yang maksimum, maka modul pembelajaran yang sesuai untuk mengaplikasikan pengetahuan dalam kelas (pembelajaran formal) dan aktiviti dalam kelab robotik (pembelajaran tidak formal) agar murid dapat mengembangkan tahap kreativiti mereka dan seterusnya menghasilkan satu artifak atau suatu produk yang bermanfaat disamping pemahaman yang tentang ilmu yang dipelajari dalam kelas formal. Di samping itu, salah satu masalah dalam penguasaan tajuk daya dan gerakan adalah untuk memahami konsep dan prinsip-prinsip yang abstrak (Mohtar & Halim, 2015;Hoellwarth & Moelter, 2011;Ahyanuddin, 2012;Hassan, 2014;Rakbamrung et al, 2015;Liu & Fang, 2016). Sub tajuk dalam Daya dan Gerakan dan pengkaji adalah seperti berikut, salah konsep tajuk graf gerakan (Mohtar dan Halim, 2015;Ahyanuddin, 2012), mekanik (Hoellwarth & Moelter, 2011), perubahan momentum (Hassan, 2014), prinsip asas daya dan gerakan serta Hukum Newton (Rakbamrung et al, 2015) daya dan pecutan (Liu & Fang, 2016).…”

Section: Sorotan Kajianunclassified

“…Di samping itu, salah satu masalah dalam penguasaan tajuk daya dan gerakan adalah untuk memahami konsep dan prinsip-prinsip yang abstrak (Mohtar & Halim, 2015;Hoellwarth & Moelter, 2011;Ahyanuddin, 2012;Hassan, 2014;Rakbamrung et al, 2015;Liu & Fang, 2016). Sub tajuk dalam Daya dan Gerakan dan pengkaji adalah seperti berikut, salah konsep tajuk graf gerakan (Mohtar dan Halim, 2015;Ahyanuddin, 2012), mekanik (Hoellwarth & Moelter, 2011), perubahan momentum (Hassan, 2014), prinsip asas daya dan gerakan serta Hukum Newton (Rakbamrung et al, 2015) daya dan pecutan (Liu & Fang, 2016). Dapatan ini menunjukkan tajuk daya dan gerakan memerlukan murid menguasai konsep dengan baik.…”

Section: Sorotan Kajianunclassified

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Keberkesanan Modul Kreatif Fizik Berasaskan Projek Robotik dalam Meningkatkan Tahap Kreativiti Saintifik Pelajar

Setapa,

Abu Samah,

Abdullah

et al. 2023

ITLJ

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Creativity and innovation in the teaching and learning process are critical at this time in order to produce a generation of first-class thinking students capable of competing in the twenty-first century and beyond in the era of Revolution 4.0. Nonetheless, some studies have found that students' use of the value of creativity is still low. Furthermore, creativity in the field of science differs from creativity in the field of art and artistic because learning science is more than just mastering science knowledge or simply following the prescribed procedures; rather, students must think beyond the existing knowledge and procedures in order to comprehend a phenomenon. As a result, the purpose of this study was to determine the impact of the Robotics Project-Based Physics Creative Module (MKFBPR) on the level of scientific creativity of students in Form 4 of a Full Boarding School (SBP). As part of the school's Robotics Club activities, this module was created using the Directed Creativity Model and Project-Based Learning. For eight weeks, this study used a quasi-experimental design with 33 students in the treatment group and 33 students in the control group. This study's sample consists of 4th grade students from two SBPs. The study's findings indicate that using MKFBPR can boost students' scientific creativity more than traditional methods. This study also shows that robotics club activities can help students improve their scientific creativity. Abstrak: Kreativiti dan inovasi dalam proses PdPc menjadi tuntutan penting pada masa ini untuk melahirkan generasi pelajar yang berfikiran kelas pertama supaya mampu bersaing dalam abad ke-21 dan seterusnya era Revolusi 4.0. Walaupun begitu, beberapa kajian mendapati penerapan nilai kreativiti dalam diri murid masih rendah. Tambahan pula, kreativiti dalam bidang sains berbeza dengan kreativiti dalam bidang seni dan artistik kerana pembelajaran sains bukan hanya menguasai pengetahuan sains atau hanya mengikut prosedur yang ditetapkan malah murid perlu berfikir melampaui pengetahuan dan prosedur sedia ada dalam proses memahami sesuatu fenomena. Oleh itu, kajian ini dijalankan bagi mengkaji keberkesanan Modul Kreatif Fizik Berasaskan Projek Robotik (MKFBPR) terhadap tahap kreativiti saintifik murid tingkatan 4 Sekolah Berasrama Penuh (SBP). Modul ini telah dibangunkan berasaskan Model Kreativiti Terarah dan Pembelajaran Berasaskan Projek sebagai salah satu aktiviti Kelab Robotik sekolah. Kajian ini dijalankan berpandukan reka bentuk kuasi-eksperimen yang melibatkan 33 orang murid kumpulan rawatan dan 33 orang murid kumpulan kawalan selama lapan minggu. Sampel kajian ini terdiri daripada murid tingkatan 4 dari dua buah SBP. Dapatan kajian menunjukkan bahawa penggunaan MKFBPR dapat meningkatkan tahap kreativiti saintifik murid lebih tinggi berbanding kaedah konvensional. Kajian ini turut membuktikan bahawa aktiviti kelab robotik dapat membantu meningkatkan tahap kreativiti saintifik murid.

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Section: Sorotan Kajianunclassified

Keberkesanan Modul Kreatif Fizik Berasaskan Projek Robotik dalam Meningkatkan Tahap Kreativiti Saintifik Pelajar

Setapa,

Abu Samah,

Abdullah

et al. 2023

ITLJ

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“…In physics learning, the teacher always visualizes models such as drawing the motion of the solar system, galaxies, motion of point objects, and others as an instructional method in learning to access abstract mathematical ideas, describe situations, create graphs, make coordinates so that abstract concepts become more concrete (Forbus et al 2011), (Rakbamrung, Thepnuan & Nujenjit 2015). The role of visualization in learning has received the attention of researchers in educational fields such as e-Journal: http://doi.org/10.21009/1 (Gilbert 2005) and the field of representational (Carolan, Prain & Waldrip 2008) to support and increase engagement, strengthening concepts and reasoning processes in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Role of Visual Representation for High School Physics in Teaching of Classical Mechanics

Lamanepa

Maing

Mukin

et al. 2022

jpppf

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This study aims to highlight the importance of visual representation skills in classroom practice, especially in classical mechanics physics, by discussing (1) free-body diagram representation, (2) resultant force system, (3) types and directions of quantities, (4) representation of results and units. This research was conducted on 30 students in second grade at Beringin Kupang High School. The research method was carried out experimentally using a special image representation test tool for classical mechanical materials. The research data were analyzed by descriptive method. The results showed that (1) more than 50% of students did not draw FBD before solving the problem, (2) the success rate of students in representing the resultant force system was the highest at 33%, (3) determining the type and direction of motion the success rate was 67%, and (4) representation results and units with a success rate of 40%. The results of this study become a reference for increasing the role of visual representation in learning physics.

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“…Öğrencilerin kuvvet ile ilgili bilimsel olmayan görüşleri ve kuvvet kavramı ile ilgili algıları ilkçağ düşünürleri olan Aristotales'in ve Buridan'ın düşüncelerine ve kuvvet ile ilgili algılarına benzemektedir (Halloun ve Hestenes, 1985). Bu durumun nedeni öğrencilerin kuvvet kavramını ve etkilerini yorumlarken ilkçağ düşünürleri gibi kendi deneyimlerinden yararlanmalarıdır (Rakbamrung, Thepnuan ve Nujenjit, 2015;Kızılcık, 2013;Kurt ve Sarı, 2018;Yürümezoğlu, Ayaz ve Çökelez, 2009). Örneğin zihinlerinde kuvvet kavramı ile ilgili bilimsel olmayan düşünceleri ve algıları olan bir öğrenci ağırlığı bir kuvvet türü olarak değil bir kütle olarak ele almaktadır (Özsevgeç, Yurtbakan ve Uludüz, 2019).…”

Section: Introductionunclassified

İlkokul Öğrencilerinin Kuvvet Kavramına İlişkin Algılarının Çizimleri Yardımı ile Belirlenmesi

Çoramık¹,

Оздемир²

2021

OPUS Uluslararası Toplum Araştırmaları Dergisi

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Newton's Laws which have explained the relationship between force and motion are milestones in the development of physics. In order to understand physics, learning force concepts and their relationship related to motion are necessary. For this reason, Science Teaching Curriculums have included subjects related to force and movement since primary education. When the literature is examined, it is seen that students tend to explain physical events with their daily experiences, and it is understood that student's perceptions about force look those of ancient philosophers' perceptions. This research, it is aimed to detect pupils' perceptions about force. For this purpose, phenomenology, one of the qualitative research designs, was used in the research. 113 primary school 4th-grade students studying in the fall semester of the 2019-2020 academic year (December / 2019) participated in the study. The data were collected with the help of students' drawings and explanations about the concept of force. Student's drawings were analyzed by content analysis. Themes, categories, and codes about the force were detected with this analysis. According to research results, students' perceptions about force are comprehensive. But there are some points that need to strengthen. Activities that teachers can apply in the classroom and distance education during the Covid-19 pandemic were expressed regarding these weak points.

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Use of a System Thinking Learning Force and Motion Concept in Physics for Nurse Course

Cited by 8 publications

References 18 publications

Keberkesanan Modul Kreatif Fizik Berasaskan Projek Robotik dalam Meningkatkan Tahap Kreativiti Saintifik Pelajar

Keberkesanan Modul Kreatif Fizik Berasaskan Projek Robotik dalam Meningkatkan Tahap Kreativiti Saintifik Pelajar

The Role of Visual Representation for High School Physics in Teaching of Classical Mechanics

İlkokul Öğrencilerinin Kuvvet Kavramına İlişkin Algılarının Çizimleri Yardımı ile Belirlenmesi

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