Dr
Roberto Nardi
(UNESP - Brazil)
04/10/2018, 08:30
Track H - Teacher Education and Training in Physics
Oral Presentation
This paper describes one of the phases of a broader research carried out by the Science Education Research Group (SERG) from State of São Paulo (UNESP, Brazil), which has evidenced the distance between the academic production of the area of Astronomy Education and the knowledges and practices of students and teachers in Basic Education. In this text, we seek to investigate the singularities...
Prof.
Mohd Zaki Ishak
(University Malaysia Sabah)
04/10/2018, 08:50
Track H - Teacher Education and Training in Physics
Oral Presentation
It is about a decade the researcher started introducing didaktik tradition in his undergraduate course, the physics teaching methods. Prior to didaktik tradition, physics teaching methods at the Faculty of Education equipped pre-service teachers with pedagogical strategies which is commonly focus on understanding learning. Here, the specific content is not treated as problematic in the...
Ms
FATMA CANER
(Marmara University)
04/10/2018, 09:10
Track H - Teacher Education and Training in Physics
Oral Presentation
One of the most problematic topics for STEM researchers is that there are different interpretations of STEM integration and STEM education. As stated in many studies, STEM education has been described in a variety of ways from disciplinary approaches to disciplinary approaches. Bybee (2013) argues that it is necessary to determine where we are to get details of where we want to go. For this...
Dr
Andrew Mutsvangwa
(North-West University)
04/10/2018, 09:30
Track H - Teacher Education and Training in Physics
Oral Presentation
Uniform circular motion is one of the key mechanics topics in Physics that students fail to comprehend and master. In South Africa, uniform circular motion is currently not taught to Physical Sciences Matriculate learners and thus students are only introduced to it at university level. It is common cause that poor comprehension of fundamental concepts and tenets of uniform circular motion...
Dr
Pornrat Wattanakasiwich
(Thailand Center of Excellence in Physics)
04/10/2018, 11:30
Track D - Teaching and Learning of Physics Concepts
Oral Presentation
An oscillation is a basic topic covered in either mechanics or vibration and wave course in undergraduate physics. Physics education research studies over five years indicated that most students have difficulties with visualization, so they are often capable of solving the equations without relating to real situations. Thus activities using high-speed videos have been constructed and designed...
Dr
Yuki Kaneko
(Sabanci University)
04/10/2018, 11:50
Track D - Teaching and Learning of Physics Concepts
Oral Presentation
Traditional teaching methodologies and non-integrated contents of freshman physics courses are often inadequate in preparing students for coping with real-life challenges. To address this, we redesigned our two-semester introductory science course into active-learning format and with integrated contents, to equip the students with scientific knowledge and skills for contending real complex...
Dr
Josephat Kariru Kigo
(Lecturer Kenya Methodist University)
04/10/2018, 12:10
Track D - Teaching and Learning of Physics Concepts
Oral Presentation
Dr. Kigo J. Kariru
Kenya Methodist University
Email: kakmg2016@gmail.com
Prof. Mark Okere – Egerton University
Email: okeremark836@yahoo.com
Dr. Christopher Maghanga – Kabarak University
Email: cmaghanga@kabarak.ac.ke
ABSTRACT
Physics research is known to unlock mysteries of the Universe and the world we live in. Many innovations and discoveries are enabled by understanding concepts...
Mr
Suleiman Bala Musa
(Abubakar Tafawa Balewa University Bauchi, Bauchi State, Nigeria.)
04/10/2018, 12:30
Track D - Teaching and Learning of Physics Concepts
Oral Presentation
This study was set to investigate the role of Sequential Multiple Representations in Enhancing Senior Secondary School Physics Students’ Problem-Solving Skills in the context of a tightly focused teaching intervention. The intervention involved a sequence of four lessons conducted over a period of 6 weeks, with the first and last week used for pre and post-test. The intervention was set...
Prof.
Gerd Kortemeyer
(Michigan State University)
04/10/2018, 15:00
Track F - ICT and Multimedia Revolution in Physics Education
Oral Presentation
The talk describes the incorporation of computational exercises into introductory physics courses: mechanics, electricity and magnetism, and modern physics. While these courses traditionally emphasize symbolic and numerical calculations, as well as experimental methods, over the last decade, increasingly computational methods are incorporated into the curricula. The talk discusses...
Prof.
P.K. Ahluwalia
(Himachal Pradesh University)
, Dr
SAPNA SHARMA
(St. Bede's College Shimla India)
04/10/2018, 15:20
Track F - ICT and Multimedia Revolution in Physics Education
Oral Presentation
With the invasión of Digital Era on all activities of life, alternative approaches are emerging to explore a single situation in a variety of ways offering new opportunities and insights about learning behavior of the student. It is expected that this is going to impact traditional laboratory practices in a variety of ways. The moot question is can these alternative explorations be used for...
Dr
Veronica Babajide
(University of Lagos)
04/10/2018, 15:40
Track D - Teaching and Learning of Physics Concepts
Oral Presentation
The dominant system of instruction in teaching practical Physics is the conventional method of demonstrating experiments in Nigeria senior secondary schools, which had promoted teacher-centered instruction. Thus, this study is initiated to solve the prolonged persistent problem of teacher-centered instruction to student centered instruction. Therefore, this study was designed and conducted to...
Mrs
Juana I Gallego
(UNLP)
04/10/2018, 16:00
Track F - ICT and Multimedia Revolution in Physics Education
Oral Presentation
Physical experiments are necessary for learning and practicing concepts: theoretical models are compared to actual experiences. In this work we analyze different experimental alternatives: tradicional laboratory experiments, mobile phone labs and “home made” experiences.
For classworks, we notice that students feel that experiments are not priority activities and in case they would choice,...
Dr
André Ary Leonel
(UFSC)
04/10/2018, 17:00
Track H - Teacher Education and Training in Physics
Oral Presentation
This work investigates a didactic sequence developed in the discipline of Instrumentation for Teaching Physics (B), the didactic-methodological strategies adopted and its innovative character towards critical and reflexive formation. The context of the research focuses on the Licentiate course in Physics, Nighttime, in the ofter of the discipline during the second semester of 2016, at the...
Prof.
David Wolfe
(UK Institute of Physics)
04/10/2018, 17:40
Track H - Teacher Education and Training in Physics
Oral Presentation
The key to the advancement of society has always been an educated population. Thus the goal of every civilised government is the education of their people. There are, however, not enough countries for whom this is a sufficiently high priority. But the government of democratic South Africa seems keen to get this done.
As such, a collaboration has been created between the UK Institute of...
Mr
Aviwe Sondlo
(University of Johannesburg)
04/10/2018, 18:00
Track H - Teacher Education and Training in Physics
Oral Presentation
Most of the South African universities attract their pre-service teachers’ cohort from previously disadvantaged schools, either from the township or rural areas. This cohort of pre-service teachers lacks knowledge of science content due to their previous school conditions of limited resources such as science laboratories, availability of science teachers, large numbers of under-qualified...
