scholarly journals STUDENT DIFFICULTIES IN SOLVING PROBLEMS CONCERNING SPECIAL RELATIVITY AND POSSIBLE REASONS FOR THESE DIFFICULTIES

2014 ◽  
Vol 13 (4) ◽  
pp. 573-582
Author(s):  
Zafer Tanel
Keyword(s):  
Problem Solving ◽  
Special Relativity ◽  
Key Words ◽  
Frames Of Reference ◽  
Student Difficulties ◽  
Modern Physics ◽  
Fundamental Equations ◽  
Physics Course

There are two main purposes of this study. The first is to determine the basic difficulties of students in solving problems about the theory of special relativity, and the second is to identify the possible causes leading to these difficulties. To achieve these goals, 3 open-ended questions were administered to the participants. These questions were answered by 78 students who had been enrolled in a modern physics course. Out of 78 students, 24 students were selected for interviewing. Commonly used textbooks were also analyzed in order to determine whether there are differences in content. The results of the analysis showed that the students had difficulties in selecting the proper frames of reference. In addition, they could not use the concepts included in the fundamental equations accurately in accordance with their meanings. The main reasons behind these difficulties seem to be the improper generalizations of students. Moreover, the different representations of the fundamental equations in the various textbooks were also seen as the reason for the difficulties students encountered. Key words: problem solving, student difficulties, special relativity.

‘Wheels have been set in motion’: Geocentrism and Relativity in Tom Stoppard’s Rosencrantz and Guildenstern Are Dead

2018 ◽  
Author(s):  
Liliane Campos
Keyword(s):  
20Th Century ◽  
Film Adaptation ◽  
Frames Of Reference ◽  
Quantum Uncertainty ◽  
Galilean Relativity ◽  
Modern Physics ◽  
20Th Century Physics ◽  
Time Specific ◽  
Do So

By decentring our reading of Hamlet, Stoppard’s tragicomedy questions the legitimacy of centres and of stable frames of reference. So Liliane Campos examines how Stoppard plays with the physical and cosmological models he finds in Hamlet, particularly those of the wheel and the compass, and gives a new scientific depth to the fear that time is ‘out of joint’. In both his play and his own film adaptation, Stoppard’s rewriting gives a 20th-century twist to these metaphors, through references to relativity, indeterminacy, and the role of the observer. When they refer to the uncontrollable wheels of their fate, his characters no longer describe the destruction of order, but uncertainty about which order is at work, whether heliocentric or geocentric, random or tragic. When they express their loss of bearings, they do so through the thought experiments of modern physics, from Galilean relativity to quantum uncertainty, drawing our attention to shifting frames of reference. Much like Schrödinger’s cat, Stoppard’s Rosencrantz and Guildenstern are both dead and alive. As we observe their predicament, Campos argues, we are placed in the paradoxical position of the observer in 20th-century physics, and constantly reminded that our time-specific relation to the canon inevitably determines our interpretation.

Keupayaan Dan Sikap Dalam Menyelesaikan Masalah Matematik Bukan Rutin

2012 ◽  
Author(s):  
Syed Abdul Hakim Syed Zainuddin ◽  
Mohini Mohamed
Keyword(s):  
Problem Solving ◽  
Key Words ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Cluster Sampling ◽  
Planning Problem ◽  
Student Opinion ◽  
Self Confidence ◽  
Problem Solving Strategies ◽  
Problem Solving Process

Kajian ini bertujuan untuk menentukan keupayaan menyelesaikan masalah matematik bukan rutin di kalangan pelajar tingkatan dua di beberapa buah sekolah sekitar daerah Johor Bahru. Ia difokuskan kepada keupayaan pelajar dalam proses menyelesaikan masalah yang merangkumi: proses memahami masalah, merancang strategi penyelesaian, melaksanakan strategi dan akhir sekali menyemak serta menilai jawapan. Kajian ini merupakan kajian tinjauan. Persampelan adalah secara persampelan kelompok. Sampel kajian adalah terdiri daripada 70 orang pelajar tingkatan dua. Tiga alat kajian digunakan, iaitu ujian penyelesaian masalah matematik bukan rutin, soal selidik berkaitan sikap terhadap penyelesaian masalah dan temu bual berstruktur. Tiga kategori yang dinilai dalam inventori sikap adalah kesanggupan dalam aktiviti menyelesaikan masalah, ketabahan ketika menyelesaikan masalah dan keyakinan diri dalam menyelesaikan masalah. Dapatan menunjukkan bahawa pelajar tingkatan dua mempunyai kemahiran memahami masalah pada tahap tinggi tetapi mempunyai kemahiran merancang strategi dan menulis jawapan pada tahap yang sangat lemah. Manakala bagi kemahiran melaksana strategi, pelajar tingkatan dua ini berada pada tahap yang sederhana dalam menyelesaikan masalah matematik bukan rutin. Dari segi sikap terhadap penyelesaian masalah, pelajar tingkatan dua mempunyai tahap sikap yang tinggi dalam kesanggupan dan ketabahan tetapi mempunyai tahap sikap yang sederhana dalam keyakinan. Temu bual pula mendapati terdapat perbezaan pandangan dan pola penyelesaian antara pelajar yang mendapat skor terendah dan pelajar yang mendapat skor tertinggi ketika menjawab soalan matematik bukan rutin. Kata kunci: Masalah matematik bukan rutin; proses menyelesaikan masalah; kesanggupan; ketabahan; keyakinan diri This study was designed to identify student’s ability in solving non–routine mathematical problem among form two students from schools in the district of Johor Bahru. Its focus is on student’s ability on problem solving process that is: to understand the problem, to plan the problem solving strategies, to carry out the strategies, and lastly to review the answers as well as the overall solution. This study was a form of survey with a cluster sampling. A total of 70 form two students were chosen as research sample. Three instruments were used: non–routine problem solving test, a questionnaires about problem solving attitudes and a structured interview. Three categories on attitudes inventory evaluated were willingness, perseverance and self–confidence on problem solving activity. The findings of the study showed that form two students were skilled in the understanding of the problem but have low skills in planning problem solving strategies and in reviewing the answers. These students have moderate skills to carry out the strategies in solving non-routine mathematical problem. Results of attitude on problem solving showed that form two students have high scores for attitudes on willingness and perseverance but average scores for attitude on confidence. The interview also showed student opinion varied and there is a marked difference in patterns of solving problems across students with lowest scores and highest scores. Key words: Non–routine mathematical problem; problem solving process; willingness; perseverance; self–confidence

ПОЄДНАННЯ ІНТЕЛЕКТУАЛЬНОГО ТА ЕМОЦІЙНОГО РОЗВИТКУ СТУДЕНТІВ У ПРОЦЕСІ ОСВОЄННЯ МЕТОДИКИ НАВЧАННЯ КОНКРЕТНИХ ТЕМ ШКІЛЬНОГО КУРСУ ФІЗИКИ

2012 ◽  
Vol 33 ◽  
Author(s):  
В. І. Бурак
Keyword(s):  
Key Words ◽  
Emotional Development ◽  
Intellectual Development ◽  
Role Play ◽  
Physics Learning ◽  
Physics Course ◽  
Development Of Students

У статті розкрито ефективність поєднання інтелектуального та емоційного розвитку студентів у процесі освоєння методики навчання конкретних тем шкільного курсу фізики, у тому числі засобами рольової дидактичної гри, яка проводиться під час тренувального уроку і передбачає виконання одним із студентів ролі вчителя, а іншими – ролі учнів.Ключові слова: методика навчання фізики, інтелектуальний розвиток, емоційно вмотивований розвиток.  Revealed the effectiveness of the unity of intellectual and emotional development of students in the process of developing methods of teaching specific topics of school physics course, including by means of a didactic role play, when during a training lesson, one student plays the role of the teacher and the rest - the role of students.  Key words: Physics learning, intellectual development, emotional motivated development.

Particle Physics in the Modern Physics Course

1995 ◽  
Vol 63 (1) ◽  
pp. 12-12
Author(s):  
Joshua B. Diamond
Keyword(s):  
Particle Physics ◽  
Modern Physics ◽  
Physics Course

Effect of Assignment Projects on Students' Mathematical Activity

1988 ◽  
Vol 19 (5) ◽  
pp. 421-438
Author(s):  
Nurit Zehavi ◽  
Maxim Bruckheimer ◽  
Ruth Ben-Zvi
Keyword(s):  
Problem Solving ◽  
Open Problem ◽  
Comparative Evaluation ◽  
Evaluation Study ◽  
Ninth Graders ◽  
Mathematical Activity ◽  
Diagnostic Study ◽  
Student Difficulties ◽  
Practical Support ◽  
High Achieving

The object of the work described in this paper was to explore and enhance student mathematical activity in open problem-solving situations. Assignment projects for high-achieving ninth graders were developed within a framework of cognitive and affective goals. A comparative evaluation study of the effectiveness of the projects in enhancing student mathematical activity in a pretest-posttest design (N = 385) indicated that they were effective. During this study it became clear that teachers needed more practical support. Therefore, a diagnostic study (N = 30) was undertaken, which led to the establishment of a link between a categorization of student difficulties and a hierarchy of guidance. A subsequent study in six classes (N = 167) examined the applicability of the diagnostic guidance.

Take Time for Action: Using Performance Graphs to Assess Problem Solving

1999 ◽  
Vol 4 (4) ◽  
pp. 252-254
Author(s):  
Lisa Evered ◽  
Frederick L. Uy
Keyword(s):  
Problem Solving ◽  
Middle School Teachers ◽  
International School ◽  
Two Dimensions ◽  
Two Dimensional ◽  
School Teachers ◽  
Student Difficulties ◽  
Test Items ◽  
Adequate Information ◽  
Student Competencies

Assessing students' problem-solving competence is A perennial challenge for middle school teachers. “Textbook problems” that require only numerical responses do not give teachers adequate information about the student's understanding and misunderstandings. For a study conducted at the United Nations International School (UNIS) in New Yort City, we designed problem-solving test items that could be scored on two dimensions: the dimension of accuracy and under. standing and the dimension of information density, that is, the quantity of in. formation used by the student in formulating a response. This methodology led us to construct two-dimensional performance graphs for each student on each item. These graphs proved helpful in assessing student competencies and diagnosing student difficulties in the important area of problem solving.

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