scholarly journals The students’ Physics Problem Solving Skills in basic physics course

2021 ◽  
Vol 1731 ◽  
pp. 012078
Author(s):  
S Sutarno ◽  
D H Putri ◽  
E Risdianto ◽  
M Satriawan ◽  
A Malik
Keyword(s):  
Problem Solving ◽  
Problem Solving Skills ◽  
Basic Physics ◽  
Physics Course

scholarly journals Samani and Pan (2021) Interleaving enhances memory and problem-solving skills in physics

2021 ◽  
Author(s):  
JOSHUA SAMANI ◽  
Steven C. Pan
Keyword(s):  
Problem Solving ◽  
Relevant Information ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
University Level ◽  
Physics Course

We investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over eight weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally-arranged with interleaved homework can (despite perceptions to the contrary) foster longer-lasting and more generalizable learning.

scholarly journals Design and Implementation of Schoology-Based Blended Learning Media for Basic Physics I Course

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
W. Suana ◽  
N. Maharta ◽  
I D. P. Nyeneng ◽  
S. Wahyuni
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Conceptual Understanding ◽  
Development Stage ◽  
Design Development ◽  
Classroom Implementation ◽  
Problem Solving Skills ◽  
Basic Physics ◽  
The Media ◽  
Addie Model

<p>This research was conducted to: (1) design a Schoology-based blended learning media for Basic Physics I course on the topics of vector quantity, linear motion, and translational dynamics, (2) describe the validity of the product, (3) describe the product’s effectiveness in enhancing students’ conceptual understanding and problem solving skills, and (4) describe students’ responses towards the media and blended learning model. The development procedures employed were ADDIE model which consisedt of five stages: analysis, design, development, implementation, and evaluation. In development stage, the assessment had been conducted by two experts to assess validity of media both in content and construct aspects. The results showed that the validities in content aspect and construct aspect were “very good” and “good”, respectively. The results from classroom implementation revealed the effectiveness of the product in enhancing students’ conceptual understanding and problem solving skills. Students’ responses towards the product’s utility, attractiveness, and easiness as blended learning media were also positive. The conclusion was that the media was valid and effective as blended learning media of Basic Physics I course.</p>

scholarly journals Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder

2017 ◽  
Vol 7 (1) ◽  
pp. 136 ◽  
Author(s):  
Teresa L Larkin
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
First Semester ◽  
Physics Courses ◽  
Introductory Course ◽  
Electricity And Magnetism ◽  
Physics Course ◽  
Introductory Physics Courses

Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.

scholarly journals Problem solving in the physics classroom. An analysis with secondary school students

2022 ◽  
Vol 2163 (1) ◽  
pp. 012010
Author(s):  
C A Hernández-Suarez ◽  
L S Paz-Montes ◽  
W R Avendaño Castro
Keyword(s):  
Problem Solving ◽  
Careful Analysis ◽  
Pedagogical Practice ◽  
Physics Teaching ◽  
School Students ◽  
Problem Solving Skills ◽  
Post Test ◽  
Positive Assessment ◽  
Quasi Experimental ◽  
Physics Course

Abstract The teaching of science, and specifically physics, has been associated with the acquisition of knowledge with a particular emphasis on problem solving, as an activity that brings students closer to the methodology and meaningful learning of science. However, problem solving is perhaps one of the sources of failure in physics teaching, which requires a careful analysis of this didactic activity. Therefore, the aim of this work is to analyze the development of students’ problem-solving skills in a physics course. An analysis is presented using the quasi-experimental method through the application of a pre-test – post-test, for which a methodological intervention was used based on the problem-solving competence, which focused on identifying errors and difficulties by the students themselves and thus favoring the learning and development of this competence, which allowed the academic progress of the students to be analyzed. It is concluded that the intervention supported by problem solving improves students’ performance, in addition to the positive assessment they make of the process, as well as its influence on the change in pedagogical practice.

scholarly journals Evaluation of self-regulated learning on problem-solving skills in online basic Physics learning during the COVID-19 pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 541
Author(s):  
Ahmad Abtokhi ◽  
Budi Jatmiko ◽  
Wasis Wasis
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Digital Media ◽  
The Self ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Online System ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Basic Physics

The problems of learning physics have experienced increasingly complex obstacles amid the demands of online learning due to the COVID-19 pandemic. The purpose of this study is to explain the basic physics learning process through an online system during a pandemic, by evaluating the Self-Regulated Learning (SRL) approach to Problem-solving Skills (PSS). Data were collected through distributing questionnaires, interviews and documentation studies, then analyzed. This study shows that the applied SRL has been implemented well, but has not been optimal in improving PSS in online Basic Physics learning. The unpreparedness of technological devices and the competence of educators and students become obstacles that result in difficulties in solving physics problems so that the expected results are not following the expected learning targets. Also, this study shows the difficulty of learning physics online during the pandemic. Thus, a responsive physics learning model is needed with conditions that allow the delivery of physics material to be well understood, even though it is delivered through digital media. This is a demand that needs the attention of all parties so that the achievement of online learning targets remains optimal and effective in increasing the problem-solving skills of students during the COVID-19 pandemic.

scholarly journals Instructional Design for Student Learning on Quantum Tunneling

2012 ◽  
Vol 3 ◽  
pp. 27-34
Author(s):  
Shova Kanta Lamichhane
Keyword(s):  
Problem Solving ◽  
Quantum Tunneling ◽  
Study Skills ◽  
Quantum Physics ◽  
Wave Functions ◽  
Problem Solving Skills ◽  
Physical Systems ◽  
Physics Courses ◽  
University Level ◽  
Physics Course

Acquiring mathematical, conceptual, and problem-solving skill is required in university-level physics courses. Average students often lack the knowledge and study skills need to succeed in physics, preciously in quantum physics course. The reasons for these difficulties are more subtle and some of them are brought to the surface. Addressing how to build models of wave functions and energy and how to relate these models to real physical systems is a challenging job. Article has opened up a floodgate of deep and difficult task for students struggle to make sense of these models. Article has discuss the difficulties and the real issues of student in learning quantum tunneling to build the models that are implicit in experts’ understanding. So that, in addition to class attendance and/or group study, students must also learn to work by themselves to develop the mathematical, conceptual, and problem-solving skills they need.The Himalayan PhysicsVol. 3, No. 32012Page : 27-34

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