Analyzing Student Problem-Solving With MAtCH

Problem-solving has been recognized as a critical skill that students lack in the current education system, due to the use of algorithmic questions in tests that can be simply memorized and solved without conceptual understanding. Research on student problem-solving is needed to gain deeper insight into how students are approaching problems and where they lack proficiency so that instruction can help students gain a conceptual understanding of chemistry. The MAtCH (methods, analogies, theory, context, how) model was recently developed from analyzing expert explanations of their research and could be a valuable model to identify key components of student problem-solving. Using phenomenography, this project will address the current gap in the literature of applying the MAtCH model to student responses. Twenty-two undergraduate students from first-year general chemistry and general physics classes were recorded using a think-aloud protocol as they worked through the following open-ended problems: 1) How many toilets do you need at a music festival? 2) How far does a car travel before one atom layer is worn off the tires? 3)What is the mass of the Earth’s atmosphere? The original definitions of MAtCH were adapted to better fit student problem-solving, and then the newly defined model was used as an analytical framework to code the student transcripts. Applying the MAtCH model within student problem-solving has revealed a reliance on the method component, namely, using formulas and performing simple plug-and-chug calculations, over deeper analysis of the question or evaluation of their work. More important than the order of the components, the biggest differences in promoted versus impeded problem-solving are how students incorporate multiple components of MAtCH and apply them as they work through the problems. The results of this study will further discuss in detail the revisions made to apply MAtCH definitions to student transcripts and give insight into the elements that promote and impede student problem-solving under the MAtCH model.

Impact of blended learning approach on students’ achievement and mental effort

Most researchers are interested in investigating the impact of a blended learning approach (BLA) on students’ performance, yet this approach’s instructional efficiency has not yet been quantified. Therefore, this research aims is to determine the impact of teacher-created online Moodle-based materials in combination with face-to-face learning on student achievement and mental effort, i.e., to determine the instructional efficiency of applied teaching approaches at physics classes in high school. For this research, we chose to teach students physical principles of direct current, which involves abstract concepts. Using BLA, students can prepare better for a real experiment in the lab, and this approach also creates a safe environment for the student while providing the ability to demonstrate the learned physical phenomena. The Moodle platform course is developed for this purpose and implemented in a BL environment. Students are gradually guided from easier to more difficult concepts in this research, considering the working memory’s capacity and the teaching material requirements. Our results show that the students who used BLA achieved higher scores on the knowledge test, and they also used less mental effort than students that used a conventional teaching approach. We also show that instructional efficiency for BLA is positive and significantly higher than the instructional efficiency of the conventional approach. This research’s results are primarily designed for physics teachers to understand the effects of the BLA better and apply teaching approaches that respect the principles of cognitive development of a child.

A Phenomenological Study on Students’ Experiences in Learning Physics in an Online Class

Online learning keeps on growing and being explored during this pandemic. Most of the tertiary institutions here in the Philippines have shifted from face-to-face to online instructions in all courses including physics subjects. The conduct of physics classes through virtual classrooms has its advantages and presents some challenges that is why it is important to understand the perspective and experiences of students. This study aimed to describe the experiences of students in learning physics in a virtual classroom, specifically their experiences in preparation, learning management, opportunities, and challenges they have encountered. There were four themes that emerged in this study: Technological Preparations, Self-Preparations, Challenges in Online Learning, and Leaning Management and Opportunities. It was realized in this study that students were prepared to take online classes both in terms of their technological and personal aspect. Despite their preparations they encountered challenges such as network issues, time constraints, and distractions in their learning environment at home. However, students were optimistic, so, they saw opportunities in these challenges to improve their technological skills, time management, and maximized online resources for better understanding of physics concepts. It is recommended for future research to explore the experiences of teachers in teaching online physics classes.

Meta-analysis of the application inquiry learning models in physics classes

This research aims to analyze the inquiry learning model in the physics learning process. The samples of the study were 10 theses done by physics education students of Palangka Raya University. The theses were written by the students based on their research in applying the inquiry model in Palangka Raya Senior High School and in Junior High School. The theses were selected from among hundreds of reports based on the similarity topics started from the year 2015 until 2019. The method of this research is called meta-analysis, i.e., collecting the data from 10 selected thesis and analyzing them. To ensure the result, the researcher also carried out an interview with the students who wrote the thesis. The result of this meta-analysis research is that the inquiry learning model can improve student learning outcomes and also able to improve student skills such as Science Process Skills. However, the average score of the physics classes was still below the Minimal Achievement / Completeness Criteria, which is 75 %. It was found from the interview that the low achievement score of the physics classes was likely due to the lack of experience in teaching as well as lack of mastering the inquiry model.

Investigation of the Interaction of Students’ Mental Models with Peer Instructional Elements in an Undergraduate Physics Course

Peer Instruction (PI) involves interaction between students and provides opportunities for students to reveal their own ideas, articulate their thinking, and facilitate construction of their knowledge with social interaction. Since the classroom environment of PI provides a rich information for students to discuss scientific phenomena, this research examined how students’ mental models interacted with Peer Instructional elements in an undergraduate level physics course. After the identification of students’ mental models of wave-particle duality in the first step of the project, the analyses of several data sources showed that some group-related issues, such as the explanatory based annotations before classes, good performance answering conceptual questions and discussion of additional concepts during classes, were important for scientific understanding. When students have similar group environments (i.e., peers in the same group), then individual pre-class preparation had a positive influence on students' scientific mental models of wave-particle duality. In addition, students having scientific models indicated that the satisfaction with their knowledge and the importance of conflict with their peers for their learning. All students in the classroom stated they benefited from peer discussions in different ways such as by recalling and reinforcing their knowledge, by getting feedback, and by reconstructing their knowledge. Both pre-class preparation and discussion of additional concepts and conflicting ideas in peer groups should be promoted in physics classes for facilitation of construction of scientific mental models.

Using Augmented Reality Technology in Higher Education Institutions

One way to increase the effectiveness of a mobile-oriented learning environment is to use augmented reality technology, which enables the integration of real and virtual learning tools using mobile Internet devices. The purpose of the article is to theoretically substantiate the use of augmented reality technology in physics classes. The article describes and substantiates the relevance of the application of augmented reality technology, considers possible uses of this technology in the educational process, in particular in terms of mobile distance learning. Examples of mobile applications aimed at practice-oriented learning using augmented reality technology are described. Examples of real educational systems that allow to study the disciplines of physical orientation on the basis of this technology are considered. It was found that augmented reality technologies stimulate the educational process and provide the opportunity to implement knowledge in both humanities and natural sciences. This technology expands the educational process towards clarity and motivates the student to further study the material. Visual education is the best thing that can be offered to modern students, which will contribute to the development of scientific and technological progress. The introduction of augmented reality technology makes it possible to improve the quality of education by motivating students to self-study, increasing audience interest in educational material, developing a desire to use modern interactive technical capabilities and technologies, replacing textbooks and laboratory equipment with multimedia computer models. distance learning.

The Study of Time Perception in Physics Classes

This paper describes interdisciplinary, practical work in physics classes aimed at the study of time perception. The experimental part includes the evaluation of minute intervals by a person who relies on an internal sense of time. This lab is done in pairs: the experimenter and the tested person. The paper suggests that certain topical, interdisciplinary issues – issues typically excluded from physics and psychology courses – are a means toward interaction of two radically different branches of knowledge (physics and psychology) within the educational process. Such use of interdisciplinarity increases both the students’ interest in physics and the quality of physics education. The paper also summarizes and offers for dispute some additional results (quantitative data) about types of time perception. Most students (over 250) demonstrate underestimation and overestimation of time intervals: tachychronia (“accelerated” time sense) and bradychronia (“decelerated” time sense).

EDUCATIONAL EFFICIENCY AND STUDENTS’ INVOLVEMENT OF TEACHING APPROACH BASED ON GAME-BASED STUDENT RESPONSE SYSTEM

Modern approaches in Physics classes which involve the game-based student response system (GSRS) have been in use for a while, but their educational efficiency and students’ involvement have not been examined. Therefore, this research’s main aim was to determine the educational efficiency and students’ involvement of GSRS and to assess their effect on scientific reasoning. The values of educational efficiency and students’ involvement were calculated based on students’ achievement and perceived mental effort. To determine these values, a pedagogical experiment with parallel groups was applied. The research was conducted on a sample of 172 secondary school students, and included material related to direct currents. The results point to positive and higher values of the educational efficiency and students’ involvement for GSRS approach than the conventional approach. It means that GSRS approach causes lower mental effort, letting more space generate in the working memory to perceive and process new information. The results also show a positive effect of GSRS on higher students’ engagement during the class and scientific reasoning. The obtained results undoubtedly indicate the positive effect of GSRS on the students’ performance. Therefore, GSRS approach should be used often in the classroom. Keywords: educational efficiency, students’ involvement, GSRS, scientific reasoning, teaching physics