Reflections on Physics Education and Communication with Tibetan Monastics

Physics education research, a field that is now over 100 years old, has made it clear: the key to teaching physics successfully is to prioritize getting the concepts across, and the mathematical representation (“laws”) can come later. On the other hand, conceptual representations are steeped in culture and language, while the corresponding “laws” are universal. The ETSI program provided a unique opportunity to re-imagine conceptual physics for Tibetan monastic culture. This perspective describes the major challenges derived from this experience over multiple areas of physics, and addresses two central questions: 1) how does the translation and interpretation of key terms such as energy, motion, charge, and system change the connotations surrounding physical laws? 2) What are the practical strengths and weaknesses of teaching conceptual physics using well-developed methods in the United States, and what can educators learn about the emergence of understanding?

Bibliometric Analysis on Online Physics Learning during COVID-19 Pandemic: Contribution to Physics Education Undergraduate Program

Research will focus on generating a profile of research trends in online physics learning during the COVID-19 pandemic. The main research is bibliometric. Scopus document data collection in August 2021. The 1007 document results with keywords online physics learning. Then focused on 2020 and 2021* as 277 document results of which these 2 years are the COVID-19 pandemic period. In general, the research results show that the COVID-19 pandemic has had a positive impact on accelerating online learning in developing countries. Another finding is online learning which is proven to be effective for improving student learning outcomes in physics learning. Educational transformations today and after the COVID-19 pandemic can occur in online education, changes in learning from home, changes in roles, and approaches. The research implications are supported by recent research: (1) These findings will provide an empirical basis for the development of physics education research, especially online physics learning during the COVID-19 pandemic; (2) Deep learning system, machine learning system, and education computing can still become a research trend in current research, especially in the integration and adaptation in physics learning; (3) Retracing the trend and novelty of physics education research, especially in the physics education undergraduate program.

Quantum Physics Education Research over the Last Two Decades: A Bibliometric Analysis

Quantum physics is an essential field of science education research, which reflects the high relevance of research on quantum physics and its technologies all around the globe. In this paper, we report on a bibliometric analysis of the science education research community’s scientific output in the area of quantum physics in the period from 2000 to 2021. A total of 1520 articles published in peer-reviewed physics and science education journals were retrieved from Web of Science and Scopus databases to conduct bibliometric analysis. This study aims to provide an overview of quantum physics education research in terms of scientific production, preferred publication venues, most involved researchers and countries (including collaborations), and research topics. The main findings point to a continuous increase in research output in the field of quantum physics education over the last two decades. Furthermore, they indicate a shift regarding the research foci. While formerly mainly papers on the teaching of quantum physics content were published, recently, an increase in the relevancy of empirical studies on the teaching and learning of quantum physics can be observed.

Critical Thinking Skills on Physics Learning during COVID-19 Pandemic: A Bibliometric Analysis using VOSViewer

Critical thinking skills (CTS) are still one of the research trends in this decade, including during the COVID-19 pandemic. Research will focus on generating a profile of CTS on physics learning during COVID-19 pandemic based on bibliometric analysis using VOSViewer. The findings indicated there were some parameters or interrelationships among variables to capture current and future trend of CTS on physics learning, such as analysis, implementation, effectiveness, effect, development, and technology. The research implications are supported by recent research: (1) These findings will provide an empirical basis for the development of physics education research, especially online physics learning during the COVID-19 pandemic to practice CTS; (2) CTS can still be a research trend in the latest research; (3) Digitization of physics learning is becoming a trend to be carried out gradually and continuously.