Development and Exploration Educational Application of Science Simulations for Projectile Motion utilizing ENTRY

2020 ◽  
Vol 20 (16) ◽  
pp. 1395-1418
Author(s):  
Hyung Uk Kim ◽  
Seong Yun Mun
Keyword(s):  
Projectile Motion ◽  
Educational Application

PROMOTION OF LIFE SKILL EDUCATION FOR ADOLESCENTS

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Drdillip Giri ◽  
Jyoti Sharma
Keyword(s):  
Social Competence ◽  
Everyday Life ◽  
Life Skills ◽  
Regular Education ◽  
Peer Pressure ◽  
Educational Setting ◽  
Life Skill ◽  
Mental Functions ◽  
Educational Application ◽  
The World

This article focuses on the importance of Life skill education, which is an educational application of life skills to develop psycho social competence which helps an individual to develop his/her positive behaviour, so as to deal with the challenges and demand of everyday life. It is psycho social because it mainly deals mental functions such as awareness, attitude, leadership, creativity, appreciation and interaction with self, others and environment. It is a study of abilities, coping with peer pressure, emotion conflict and stress. UNICEF in 2009 has recommendation life skills based education should be given with the regular education. It has insisted LSBE should be contributed to a self inclusive gender free educational setting. Therefore research on LSBE is carried out massively in all parts in the world related to this education recently.

Equations of Projectile Motion in a Flexible Gun Tube

1983 ◽  
Author(s):  
Martin T. Soifer ◽  
Robert S. Becker
Keyword(s):  
Projectile Motion

scholarly journals Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations

2021 ◽  
Author(s):  
Rayendra Wahyu Bachtiar ◽  
Ralph F. G. Meulenbroeks ◽  
Wouter R. van Joolingen
Keyword(s):  
Conceptual Understanding ◽  
Physical Phenomenon ◽  
Ninth Grade ◽  
Abstract Concepts ◽  
Projectile Motion ◽  
Mechanistic Reasoning ◽  
Stop Motion ◽  
Ninth Grade Students ◽  
Scientific Phenomena

AbstractThis article reports on a case study that aims to help students develop mechanistic reasoning through constructing a model based stop-motion animation of a physical phenomenon. Mechanistic reasoning is a valuable thinking strategy for students in trying to make sense of scientific phenomena. Ten ninth-grade students used stop-motion software to create an animation of projectile motion. Retrospective think-aloud interviews were conducted to investigate how the construction of a stop-motion animation induced the students’ mechanistic reasoning. Mechanistic reasoning did occur while the students engaged in creating the animation, in particular chunking and sequencing. Moreover, all students eventually exhibited mechanistic reasoning including abstract concepts, e.g., not directly observable agents. Students who reached the highest level of mechanistic reasoning, i.e., chaining, demonstrated deeper conceptual understanding of content.

Cubo Kids: a Proposal for an Educational Application with Augmented Reality

2020 ◽  
Author(s):  
Carlos Ramon Sarmento da Silva ◽  
Antonio Kalielso Mendonca ◽  
Jose Erico Gomes Silva ◽  
Ceres Germanna Braga Morais
Keyword(s):  
Augmented Reality ◽  
Educational Application

Laboratory Problem in Projectile Motion

1961 ◽  
Vol 29 (8) ◽  
pp. 547-548
Author(s):  
Allen L. King
Keyword(s):  
Projectile Motion

Film as the Engine for Learning

Projections ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 56-90
Author(s):  
Winnifred Wijnker ◽  
Ed S. Tan ◽  
Arthur Bakker ◽  
Tamara A. J. M. van Gog ◽  
Paul H. M. Drijvers
Keyword(s):  
Dynamic Model ◽  
Educational Psychology ◽  
Film Theory ◽  
Analysis Method ◽  
Educational Application ◽  
Learning Contexts ◽  
Firm Model ◽  
And Coping

Film has been used for education ever since educators recognized its powerful potential for learning. But its educational application has been criticized throughout the decades for underuse of the distinctive potential of film: to raise interest. To understand more fully film’s potential for learning, we propose a dynamic model of viewer interest and its underlying cognitive and emotional mechanisms (film’s interest raising mechanisms or FIRM model). In addition, we present an analysis method for assessing the interestingness of films in learning contexts. Our model marries interest theories from cognitive film theory and educational psychology and captures the dynamics of interestingness across a film as depending on a balance between challenge posed and coping potential provided.

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