Middle School Physics Experiment Teaching Within “Internet Plus”: From the Status Quo to Implications

Middle school physics experiment is a significant basic course with extensive content and strong practicability. This course has high requirements for students to master and understand the background and basic principles of various physical experiments, as well as the working principles and the use of various experimental devices. Based on the importance of physics experiment teaching and the limitations of the traditional experiment teaching mode, this paper first reviews the traditional mode in the context of the Internet and puts forward the new physics experiment teaching mode within "Internet Plus" in the new era, including theoretical guidance of constructing the experimental teaching mode, the innovation of teaching methods and examination methods, and the prospect of promoting the development of education industry. At the same time, this paper puts forward the network teaching platform system that can implement the new physics experiment teaching, including exercises, flipped classroom, and Massive Open Online Courses (MOOC), and discusses them separately, hoping to provide research reference for middle school physics teaching and research in the future.

How familiar physics teachers are with the dimensions of technical enlightenment

The goal of the current research is to identify: - research is to identify the extent of the advanced physics teachers of the preparatory stage with the dimensions of technical enlightenment. This goal is achieved by answering the following question: - Does the level of literacy among middle school physics teachers elevate the dimensions of technical enlightenment to the point of sufficiency (80%) on the scale prepared for this purpose? Where the researcher built a scale with the dimensions of technical enlightenment to measure the extent of mastery of physics teachers for the preparatory stage in the light of indicators presented to a group of experts and specialists to achieve the apparent validity of the scale. The test was on an exploratory sample consisting of (60) teachers and one of the middle school teachers, then the researcher applied the scale to the basic research sample consisting of (100) teachers and schools in the second semester of the academic year (2020-2021) AD, who were intentionally chosen From the governorate center schools, the results showed by using the Statistical Bag for Social Sciences (Spss-10) and (Microsoft excel) the following: - The level of proficiency of middle school physics teachers with dimensions of technical enlightenment is less than the level of proficiency (80%) of the total score of the scale of dimensions of technical enlightenment. In light of the results of the research, the researcher came up with recommendations, including: 1- Take advantage of new programs in the field of technologies, the use of computers and the Internet to be modern sources for teachers' culture content. 2- Holding training courses for physics teachers to familiarize them with the dimensions of technical enlightenment. 3- Recommending teachers in general and physics teachers in particular to work on developing themselves by keeping pace with scientific and technical development and thus benefiting their students. Key word: Technologicai Literacy،Comptency Limit

Science and engineering practices in the content of Greek middle school physics textbooks about forces and motion

It has been argued that students’ understanding of science ideas and concepts is based on their engagement in science and engineering practices. However, research studying science and engineering practices engaging in the content of school science textbooks is particularly limited. The aim of the present study is to develop a framework and investigate (through it) the level at which science and engineering practices engage in the content of Greek middle school Physics textbooks about forces and motion. The analysis was carried out on a total of 61 reports and activities on forces and motion that are included in school textbooks (student’s book and lab workbook) used for teaching Physics to 13-year-old middle school students in Greece. Reports and activities were analyzed using content analysis. An assessment rubric called “Science and Engineering Practices Analytic Rubric” (SEPAR), which evaluates the level at which science and engineering practices engage in the above reports and activities, was used throughout the analysis. The analysis demonstrated the low level at which science and engineering practices engage in the analyzed content of these school textbooks. The SEPAR can be used for analyzing science instructional material. The results mean that no opportunities are provided to the students through the content of these school textbooks so that the students could use science and engineering practices and become familiar with them in order to better understand ideas and concepts about forces and motion.

The Ways to Create Problem Situations in Physics Teaching of High School

In middle school physics teaching, the design of appropriate problem situations is very important. It can stimulate students’ interest in the content of this lesson, enhance students’ motivation for learning, and promote the learning efficiency of students’ independent cooperative inquiry.