Instructional impact on high school physics students’ nanoscience conceptions

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Thomas R. Tretter
Keyword(s):  
High School ◽  
Large Range ◽  
Range Analysis ◽  
Physics Students ◽  
High School Physics ◽  
Accurate Knowledge ◽  
New Instrument ◽  
Big Ideas ◽  
Scale Difference ◽  
The Impact

AbstractThe impact of a 5-day sequence of nanoscience instruction for 207 high school physics students in eight classrooms and three schools was investigated. The instructional sequence was organized around key big ideas in nanoscience that were identified by a panel of 39 US national experts in nanoscience and nanoscience education. Pretest and posttest measures included measures of conceptions of scale boundary distinctions (particularly nanoscale), accuracy of conceptions of spatial scale of nanoscale objects, and a new instrument (conceptions of nanoscale instrument – CNI, with Cronbach’s α=0.79) designed to specifically measure the targeted big ideas in nanoscience. Results for scale conceptions showed that students developed a clear distinction of a scale difference between microscale and nanoscale worlds, including accurate knowledge of which objects are representative of each scale world. Nanoscale accuracy also improved. Conceptions across the breadth of big ideas in nanoscience were significantly enhanced by the instruction, with effect sizes in the large range. Analysis of subscores within the CNI showed differential impacts on particular nanoscience concepts. Implications for potential challenges and successes for influencing high school physics students’ conceptions of nanoscience are addressed.

scholarly journals The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students

2020 ◽  
Vol 17 (1) ◽  
pp. 94-108
Author(s):  
Mohd Ali SAMSUDIN ◽  
Seyedh Mahboobeh JAMALI ◽  
Ahmad Nurulazam MD ZAIN ◽  
Nader ALE EBRAHIM
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Project Based Learning ◽  
Physics Students ◽  
High School Physics

scholarly journals Haptics-Augmented High School Physics Tutorials

2001 ◽  
Vol 5 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Robert L. Williams II ◽  
Meng-Yun Chen ◽  
Jeffrey M. Seaton
Keyword(s):  
High School ◽  
Virtual Reality ◽  
Pilot Study ◽  
Teaching And Learning ◽  
The Internet ◽  
Haptic Interfaces ◽  
Physics Students ◽  
High School Physics ◽  
Study Results ◽  
Learning Software

This article describes a unique project using commercial haptic interfaces to augment the teaching of high school physics. Since force is central to the teaching of physics, we believe that the use of haptics in virtual reality physics simulations has the potential for deeper, more engaging learning. Software has been developed which is freely-available on the internet, and HTML tutorials have been developed to support these haptics-augmented software activities in the teaching and learning of high school physics. Pilot study results are reported, which yielded positive feedback and suggestions for project improvement from high school physics students and teachers.

scholarly journals EFFECTIVENESS OF POLYA PROBLEM-SOLVING AND TARGET-TASK COLLABORATIVE LEARNING APPROACHES IN ELECTRICITY AMONGST HIGH SCHOOL PHYSICS STUDENTS

2018 ◽  
Vol 17 (5) ◽  
pp. 765-777
Author(s):  
Ademola Olatide Olaniyan ◽  
Nadaraj Govender
Keyword(s):  
High School ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Female Adolescent ◽  
Control Group ◽  
Learning Approaches ◽  
Target Task ◽  
Physics Students ◽  
High School Physics ◽  
Conventional Teaching

This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching. A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching. Keywords: collaborative learning, conventional teaching, gender, performance, physics students’, Polya problem-solving, target-task.

High School Physics Students’ Personal Epistemologies and School Science Practice

2017 ◽  
Vol 26 (7-9) ◽  
pp. 841-865 ◽  
Author(s):  
Muhammet Mustafa Alpaslan ◽  
Bugrahan Yalvac ◽  
Cathleen Loving
Keyword(s):  
High School ◽  
School Science ◽  
Science Practice ◽  
Physics Students ◽  
High School Physics ◽  
Personal Epistemologies

scholarly journals Numerical evaluation of the escape time of a classical point particle from an annular billiard

2010 ◽  
Vol 32 (3) ◽  
Author(s):  
R De Luca
Keyword(s):  
High School ◽  
Numerical Evaluation ◽  
Classical Mechanics ◽  
Point Particle ◽  
Escape Time ◽  
Two Dimensional ◽  
College Physics ◽  
Physics Students ◽  
High School Physics ◽  
Classical Point

A two-dimensional annular billiard consisting of a region confined within two concentric circumferences, the outer of radius R and the inner of radius r, is considered. The escape time of a point particle projected at a given angle within this billiard is numerically evaluated in terms of the size of the opening in the billiard. The problem is solved by means of classical mechanics and can be of interest for advanced high school physics students or undergraduate college physics students

A Portrait of the Artist and Scientist as Young Men

1969 ◽  
Vol 36 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Herbert J. Walberg
Keyword(s):  
High School ◽  
Social Status ◽  
Social Communication ◽  
Young Men ◽  
National Sample ◽  
External Reality ◽  
Physics Students ◽  
High School Physics ◽  
The Arts ◽  
Award Winning

From a large national sample of high school physics students, three groups were identified: those winning awards in science, those winning awards in the arts, and those winning awards in neither of these fields. The groups were compared on 300 biographical items. In contrast to responses of those winning no awards, both artists’ and scientists’ responses were wholesome and indicative of high aspirations for social status. Comparisons of the award winning groups suggests that social communication of inner feeling is the preoccupation of the artists while scientists are more intent on the single minded conceptualization of external reality.

A Study of Peer Instruction Methods with High School Physics Students

2008 ◽  
Author(s):  
Karen Cummings ◽  
Stephen G. Roberts ◽  
Charles Henderson ◽  
Mel Sabella ◽  
Leon Hsu
Keyword(s):  
High School ◽  
Peer Instruction ◽  
Physics Students ◽  
High School Physics
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