scholarly journals Newton’s law learning assessment: an experience with high school students

2022 ◽  
Vol 2153 (1) ◽  
pp. 012020
Author(s):  
R Prada Nuñez ◽  
C A Hernández-Suarez ◽  
A A Gamboa Suarez

Abstract The Force Concepts Inventory is a test to determine the level of conceptual knowledge of students about mechanical physics and to evaluate the effectiveness of different teaching strategies on the conceptual component of learning. The test is applied with the purpose of knowing the level of conceptualization of the students of a Physics subject course. The results of the pre-test made it possible to find out the level of conceptualization that the students possessed and provided information for the development of workshops based on real physical situations that required the elaboration of force diagrams. The results of the post-test allowed estimating Hake’s learning and showed evidence about the conceptual evolution of the students and information to develop future teaching activities on Newton’s laws.

2019 ◽  
Vol 15 (S367) ◽  
pp. 397-399
Author(s):  
Arturo Colantonio ◽  
Irene Marzoli ◽  
Italo Testa ◽  
Emanuella Puddu

AbstractIn this study, we identify patterns among students beliefs and ideas in cosmology, in order to frame meaningful and more effective teaching activities in this amazing content area. We involve a convenience sample of 432 high school students. We analyze students’ responses to an open-ended questionnaire with a non-hierarchical cluster analysis using the k-means algorithm.


Author(s):  
Maysaa Abdullah Ibrahim Al-Ayadi

The objective of the current research is to identify the effect of using the student's guide bag on the attitudes and professional tendencies of high school students who have learning difficulties in Riyadh city. The researcher used two tools: the student's guide bag and the vocational awareness scale. After the data were collected and statistically analyzed by calculating the arithmetic mean to identify the differences between the pre-test and post-test of the occupational awareness scale, and the ETA box (2). The study found that there are statistically significant differences At a level of significance less than (0.05) among the average responses of secondary school students who have learning difficulties in the tribal and post-application of the vocational awareness scale. There is a high impact on the effectiveness of the student's student bag program to improve vocational awareness among high school students who have learning difficulties To study the need to pay attention to vocational guidance and support materially and morally, and to participate students who have learning difficulties themselves in planning guidance programs.


2021 ◽  
Vol 2 (1) ◽  
pp. 42-53
Author(s):  
Dyah Ayu Setyarini ◽  
Zainal Arifin Imam Supardi ◽  
Elok Sudibyo

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students


2019 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Saad Althobaiti ◽  
Tariq Elyas

<p><em>This study investigates whether teaching spelling to high school students using different techniques, i.e. copy, cover, compare and flip folder, would improve students’ spelling. Additionally, it explores students’ opinions and perceptions towards these techniques. The research conducted in Granada high school in Makkah, Saudi Arabia. Thirty-six male students participated in this study whose levels according to the course book were assumed to be B1 in the Common European Framework of Reference for Languages (CEFR). In this study, a mixed research method was used where data was analyzed quantitatively and qualitatively. The first group was taught using copy cover and compare method (CCC), which emphasizes repeated practice when errors occur in students spelling, whereas the second group was trained using the flip folder technique which is a combination of visual, auditory, and kinesthetic techniques that were believed to enhance memorization. A post-test was utilized immediately after the intervention and the results showed that the CCC group outperformed the Flip Folder group. </em></p>


Author(s):  
Hotmaulina Sihotang ◽  
Mesta Limbong ◽  
Bintang R. Simbolon ◽  
Hotner Tampubolon ◽  
Marina Silalahi

Abstrak Pengabdian kepada masyarakat merupakan bagian integral tri dharma perguruan tinggi yang melibatkan dosen, mahasiswa, dan tenaga kependidikan. Pengabdian kepada masyarakat bertujuan memberikan makna kebermanfaatan keberadaan Program Magister Administrasi Pendidikan kepada sekolah Kasih Immanuel dalam meningkatkan kompetensi mengimplementasikan kurikulum 2013. Populasi seluruh guru SD, SMP, SMA Kasih Immanuel sebanyak 15 orang dan sampel penelitian seluruh guru, namun yang hadir 12 orang. Data diperoleh dengan wawancara mendalam terhadap kepala sekolah dan guru. Selain itu data diperoleh melalui instrumen pre test dan post test. Data dianalisis menggunakan statistik deskriptif. Hasil pengabdian kepada masyarakat menunjukkan: (1) Guru mengajar merangkap di SD, SMP, dan SMA, (2) Guru yang memenuhi standar kualifikasi pendidikan 50%, (3) Guru yang sudah tersertifikasi 25%, dan (4) Pemberian bimbingan teknis implementasi kurikulum 2013 sangat bermanfaat meningkatkan kompetensi pedagogik, personal, sosial dan profesional. Implikasi pengabdian kepada masyarakat guru semakin termotivasi melengkapi rencana pelaksanaan pembelajaran (RPP) dan meningkatkan profesionalitas guru.  Kata kunci: Kompetensi, implementasi, Kurikulum 2013 Abstract Community service is an integral part of the three pillars of higher education that involves lecturers, students, and education staff. Community service aims to give meaning to the usefulness of the existence of the Educational Administration, graduate Program Universitas Kristen Indonesia to the Kasih Immanuel school in improving the competence of implementing the 2013 curriculum. The population of all elementary school, junior high school students is Kasih Immanuel as many as 15 people and a sample of all teachers, but there are 12 people present. Data obtained by in-depth interviews with principals and teachers. In addition, data were obtained through pre-test and post-test instruments. Data were analyzed using descriptive statistics. The results of community service show: (1) Teachers teaching concurrently in elementary, middle and high school, (2) Teachers who meet the 50% educational qualification standard, (3) 25% certified teachers, and (4) Providing technical implementation guidance the 2013 curriculum is very useful in increasing pedagogical, personal, social and professional. The implications of service to the teacher community are increasingly motivated to complete the lesson plan and increase teacher professionalism.  Keywords: Competence, implementation, curriculum


2020 ◽  
Author(s):  
Richmond Sam Quarm ◽  
Richmond Sam-Quarm ◽  
Mohamed Osman Elamin Busharads

In this study, we probed high school students’ understanding of Einstein’s theory of gravity by implementing an approach which mainly consists of two steps: firstly, exposing students to TEs describing the Equivalence Principle; secondly, applying the analogy of parallel lines on a curved surface with the path of two falling balls in a real gravitational field to help students deduce the idea of gravity as the spacetime curvature. A total of 12 high school students voluntarily participated in this study where data regarding their understanding were measured by means of an identical pen-and-paper test and interviews. Even though none of the students could explain what the Einstein’s version of gravity is in the pre-test, their responses in the post-test indicated that the approach we applied could help them understand the Einstein’s theory of gravity. Not only could they recall what the gravity is, most of them managed to provide related analogy they have learnt to explain their thoughts. Apart from its easily comprehensible steps, the study suggested that the approach is worth adopting to teach Einstein’s theory of gravity as it reflects the similar path ever taken by Einstein when starting to formulate his theory of gravity.


Author(s):  
Adriana Berenice Valencia Álvarez ◽  
Jaime Ricardo Valenzuela González

Financial literacy is a combination of financial knowledge, attitudes and behaviors, key for making informed decisions and for solving financial problems. This descriptive study explored the applied, conceptual and procedural financial knowledge of 243 Mexican students via three financial knowledge tests. In addition, these students were surveyed about their financial behavior, their attitudes towards money, and their experience with money using a self-report questionnaire. The study aims to identify financial-education needs and gaps between school levels and systems. Therefore, the analysis focuses on the differences and similarities between two subgroups: (1) students in public and in private education, and between (2) middle school (ages 12 to 15) and high school students (ages 15 to 18). Middle school and high school students differed significantly only in their conceptual knowledge and in their financial experience, while public and private students showed statistical significant differences on their financial knowledge, behavior, attitudes and experience.


Author(s):  
Lauren R. Tidmore

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.


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