The main purpose of this study was to investigate the effects of gender on different categories of tenth grade students&#039 / misconceptions about force and motion. The Force Concept Inventory Test (FCI), Mechanics Baseline Test (MBT), Physics Attitude Scale (PAS) and Experience Questionnaire About Force and Motion (EQFM) were developed by the researcher to assess students&#039 / misconceptions, achievement, attitudes, and experiences, respectively. There were nine dependent (students&#039 / total scores on the FCI and their scores on eight misconception categories (Kinematics, Impetus, Active Force, Action/Reaction Pairs, Concatenation of Influences, Other Influences on Motion, Resistance and Gravity)) and six independent (students&#039 / gender, MBT scores, attitude, experience, school type and age) variables involved in this study. This study was conducted with 10 schools / 20 classes / total of 651 10th grade high school students in the academic year of 2002-2003. For each school, two classes were used in the study. MBT, PAS, FCI and EQFM were administered. Findings of the FCI and MBT indicated that general performances of the subjects were relatively low and many students have misconceptions in interpreting force and motion. The statistical results indicated that gender difference is effective on students&#039 / misconceptions in force and motion. When the data were analyzed using MANOVA, gender difference was observed on the collective dependent variables of scores on total FCI, and on misconception categories of Impetus, Active Force, Resistance and Gravity in favor of males although there were no significant difference on scores of both groups on the other categories of misconceptions. Moreover, when the same data were analysed using MANCOVA, while controlling students&#039 / age, attitude, experience, achievement scores, and school types, observed difference on the misconception categories of Active Force and Resistance were disappeared.

The purpose of this research is to investigate undergraduate students&rsquo / mental models about the quantization of physical observables. The research was guided by ethnography, case study, and content analysis integrated to each other. It focused on second-year physics and physics education students, who were taking the Modern Physics course at the Department of Physics, at Middle East Technical University. Wide range of data was collected by interview, observation, test, diary, and other documents during 2008-2 academic semester. The findings obtained from the qualitative analysis of the data indicated the following conclusions: (1) Students displayed six different mental models, defined as Scientific Model, Primitive Scientific Model, Shredding Model, Alternating Model, Integrative Model, and Evolution Model, about the quantization of physical observables. (2) Students&rsquo / models were influenced by the external sources such as textbooks (explanations in textbooks, bringing textbook into the classes, and the use of one or both textbooks), instructional elements (explanations in instruction, taking notes in classes, and studying before and after the classes+taking notes in classes+attending classes regularly), topic order, and classmate / they were influenced by the internal sources such as meta-cognitive elements, motivation, belief (the nature of science and the nature of quantum physics concepts), and familiarity and background about the concepts. (3) The models displayed by students developed with the contribution of these sources in different proportions. Furthermore, although upgrading in models was observed within the cases of quantization, students&rsquo / mental models about the quantization of physical observables are context dependent, and stable during the semester.

Assessment is the primary means of feedback between students and instructors. However, to effectively use assessment, the ability to interpret collected information is essential. We present insights into three unique, important avenues of assessment in the physics classroom and laboratory. First, we examine students’ performance on conceptual surveys. The goal of this research project is to better utilize the information collected by instructors when they administer the Force Concept Inventory (FCI) to students as a pre-test and post-test of their conceptual understanding of Newtonian mechanics. We find that ambiguities in the use of the normalized gain, g, may influence comparisons among individual classes. Therefore, we propose using stratagrams, graphical summaries of the fraction of students who exhibit “Newtonian thinking,” as a clearer, more informative method of both assessing a single class and comparing performance among classes. Next, we examine students’ expressions of confusion when they initially encounter new material. The goal of this research project is to better understand what such confusion actually conveys to instructors about students’ performance and engagement. We investigate the relationship between students’ self-assessment of their confusion over material and their performance, confidence in reasoning, pre-course self-efficacy and several other measurable characteristics of engagement. We find that students’ expressions of confusion are negatively related to initial performance, confidence and self-efficacy, but positively related to final performance when all factors are considered together. Finally, we examine students’ exhibition of scientific reasoning abilities in the instructional laboratory. The goal of this research project is to explore two inquiry-based curricula, each of which proposes a different degree of scaffolding. Students engage in sequences of these laboratory activities during one semester of an introductory physics course. We find that students who participate in the less scaffolded activities exhibit marginally stronger scientific reasoning abilities in distinct exercises throughout the semester, but exhibit no differences in the final, common exercises. Overall, we find that, although students demonstrate some enhanced scientific reasoning skills, they fail to exhibit or retain even some of the most strongly emphasized skills. / Physics

Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the nature of science and science inquiry themes across all grade levels. Consideration must be given to pre-service science teachers’ nature of science conceptions and their perceived roles in implementing the nature of science in the science classroom. This qualitative study investigates how pre-service science teachers’ views about the nature of science develop and change when learning a college physics unit on waves in an urban university. The study uses case study methodology with four pre-service science teachers as individual units of analysis. Data regarding the participants’ views about the nature of science were collected before and after the instruction on the physics of waves unit. The research design used ‘The Views of Nature of Science/Views of Scientific Inquiry-Physics Questionnaire’ followed by structured interviews throughout the wave unit. In addition, the participants responded to daily questions that incorporated nature of science themes and constructed concept maps regarding the physics content and their nature of science understanding. After completing the VNOS/VOSI-PHYS questionnaire the pre-service science teachers’ views of the nature of science were found to be mainly naïve and transitional before the instruction. At the end of the wave unit instruction, the data indicated that conceptual change occurred in participants’ nature of science views, shifting toward informed views. The findings of this study provide evidence that using explicit instruction with specific activities, such as experiments and concept mapping, shifted the pre-service science teachers’ views away from naïve and toward informed.

One key goal of Physics Education Research is providing research-based instructional techniques and tools to help assess the complex learning goals associated with a mature understanding of physics. Characterizing faculty expectations is important to produce a comprehensive understanding of knowledge students should acquire before and during a quantum mechanics course (QMC). Semi-structured interviews have been conducted with faculty members and students entering a QMC in the Physics Program at a Large Public Research University (LPRU) in the Southeast. The interviews examine perspectives of different evaluation techniques, ideal preparation, course content, and expected conceptual models of students. A post-course survey was offered to the students that took the QMC in the Fall of 2012 and to those who completed the course in the past three years. The survey addressed similar questions on evaluation, course content, and preparation. Using Classical Content Analysis and Key-Words-In-Context coding methods, contradictions and similarities within and between faculty and student populations are presented. These results are presented in an effort to highlight predictors for success in the QMC, identify “common-core” perceptions, and strengthen course evaluation. In all data, findings suggest that student perceptions shift towards those of faculty over the course of the QMC. Evaluation data indicate that on average the faculty members, like students, are open to a varied array of evaluation techniques, if it is within the goals of the course and does not interfere with other faculty responsibilities. In perceptions of preparation and course content, faculty have a uniform perspective of what should be prerequisite, and the student survey data strongly recommend that the second semester of Linear Algebra offered at the LPRU will help with the mathematical complexities of the QMC. Through triangulation of qualitative and quantitative results contradictions of preparation and content are exhibited through multiple media for the use course content such as the Hamiltonian.

The thesis discusses using an interactive board in teaching science (physics) in the second stage of primary school. The thesis is divided into different parts dealing with technical principles of different interactive boards and the implementation of these boards into teaching science at primary schools. Using special software, the author created a set of teaching materials that was tested in practice. The test results were discussed with a qualified teacher and with the supervisor of the thesis. After that, the materials were adjusted so that their use would comply with targets of the thesis and their further use would be comfortable for teachers. To use the materials in a comfortable way, a comprehensive guide on their use was prepared.

BORRAJO, T. B. Atividades investigativas para o ensino de óptica geométrica. 2017.117 f. Dissertação (Mestrado Nacional Profissional em Ensino de Física) - Centro de Ciências, Universidade Federal do Ceará, Fortaleza, 2017. / Submitted by francisco lima (admir@ufc.br) on 2017-06-21T18:09:56Z No. of bitstreams: 1 2017_dis_tbborrajo.pdf: 2234935 bytes, checksum: 28fb00441f75e93f7465f2b7b75ff5ed (MD5) / Approved for entry into archive by Giordana Silva (giordana.nascimento@gmail.com) on 2017-06-23T15:28:55Z (GMT) No. of bitstreams: 1 2017_dis_tbborrajo.pdf: 2234935 bytes, checksum: 28fb00441f75e93f7465f2b7b75ff5ed (MD5) / Made available in DSpace on 2017-06-23T15:28:56Z (GMT). No. of bitstreams: 1 2017_dis_tbborrajo.pdf: 2234935 bytes, checksum: 28fb00441f75e93f7465f2b7b75ff5ed (MD5) Previous issue date: 2017 / In the face of a scene of dissatisfaction and indifference in the process of teaching/learning of science in basic education, we present a proposal for teaching some fundamentals topics of geometrical optics, based on investigative activities that require reflection and reasoning. In it, the students are divided into groups and they need to discuss about ideas, make hypotheses and find ways for prove them. At the end of each class, the group conclusions are confronted with formal knowledge. Making it possible to analyze discrepancies and concordances with the know theory. The methodology is based on the concepts of active learning, sociointeractionism and inquiry based learning. The main focus of the proposal is increase student interest, make him more receptive to new knowledges by problematization and discussion with colleagues and teacher. With this method, it is possible to transform student into an agent in his own process of learning, developing his skills and capabilities in a science education process. / Diante de um cenário de insatisfação e desinteresse no processo de ensino/aprendizagem de ciências na educação básica, apresentamos uma proposta para o ensino de alguns tópicos fundamentais de óptica geométrica, baseada em atividades investigativas que exigem reflexão e raciocínio. Nela, os estudantes são divididos em grupos e precisam debater ideias, construir hipóteses e encontrar meios para comprová-las. Ao final de cada aula, as conclusões dos grupos são confrontadas com o conhecimento formal, possibilitando a análise de discordâncias e concordâncias com a teoria já estabelecida. A metodologia é baseada nos conceitos de aprendizagem ativa, sociointeracionismo e ensino por investigação. O grande foco da proposta é despertar o interesse do aluno, torná-lo mais receptivo aos novos conhecimentos através da problematização e do debate com os colegas e com o professor. A partir de entrevistas com os alunos, observação da sala durante as práticas e análise de relatórios elaborados pelos próprios estudantes, foi possível constatar que eles conseguiram desenvolver, efetivamente, uma atitude científica ao longo das investigações. Com esse método, é possível fazer do estudante um agente no seu próprio processo de aprendizagem, desenvolvendo suas habilidades e capacidades em um processo de educação científica.

O presente trabalho, através da produção e verificação de um conjunto de materiais e métodos, é uma proposta de uso do computador, conectado à Internet, no ensino médio de Física da rede pública do estado de São Paulo, visando a orientar os professores da área, quanto ao uso dessa tecnologia de comunicação em aulas presenciais. Para tanto, foi levado em conta o cotidiano do aluno como foco principal do conteúdo abordado; o reconhecimento das concepções espontâneas dos alunos para a sua superação; o caráter de construção permanente da ciência, ao abordar aspectos históricos; e o reconhecimento da Física moderna e contemporânea. O desenvolvimento do mesmo, não só contou com o resultado de algumas pesquisas publicadas, seja no campo específico de ensino de Física, ou na área de educação à distância, como teve também por base análise de experiências feitas em sala de aula. O estudo mostra que para as escolas nas quais a infra estrutura existente é satisfatória, o computador e a Internet são recursos consideráveis para se obter um melhor desempenho do aluno no aprendizado de Física, desde que sejam aplicados com métodos e materiais mais interativos. Deste modo, a aula e a própria disciplina ficam mais atrativas. Por outro lado, para as escolas, cuja infra-estrutura é insuficiente e inadequada, a Internet ligada ao computador são recursos que por si só não contribuem para uma mudança significativa no ensino desta disciplina, havendo necessidade do professor mudar sua atitude frente ao uso destes recursos tecnológicos e da própria aula apresentar um caráter investigativo / The present work, related to the production and verification of a set of materiais and methods, is a proposal of the use of computers, connected to the Internet, in the medium levei of Physics courses of public schools of São Paulo State, looking to a guide for the teachers, with relationship to the use of that communication technology inside the classes. We taking finto account the quotidian of the student as main focus of the approached content; the recognition of the students\' spontaneous conceptions; the character of permanent construction of the science, approaching to historical aspects; and, the modern and contemporary Physics. The development of the work, not only related with the result of some published researches, in the specific field of teaching of Physics, or in the area of distance education, as also had for base experiences done in classroom. The study shown that for the schools, in which the existent infrastructure is satisfactory, the computer and the Internet are considerable resources to obtain a better acting of the student in Physics learning, since with the applications of interactive methods and material. In this way, the class and the own discipline are more attractive. On the other hand, for the schools, whose infrastructure is insufficient and inadequate, the Internet linked to the computer is a resource that by itself doesn\'t contribute for a significant change in the teaching of this discipline. It is necessary a change in the altitude of the teacher front to the use of that new technological resources

Doctor of Philosophy / Department of Physics / Nobel S. Rebello / Research that investigates the dynamics of knowledge construction by students as they model phenomena at the microscopic level has not been extensively conducted in physics and science education in general. This research wherein I investigated the dynamics of knowledge construction of students in the context of microscopic friction is an attempt to do so. The study commenced with an investigation of the variations in the existing models of students about microscopic friction (phase I of the study). Clinical interviews were conducted with introductory physics students in order to elicit their models. A phenomenographic approach of data analysis was employed to establish the variations in students’ models. Results show that students’ mental models of friction at the atomic level are dominated by their macroscopic experiences. Friction at the atomic level according to most students is due to mechanical interactions (interlocking or rubbing of atoms). Can we build on these macroscopic ideas of students in order to help them construct more scientific explanations of friction at the atomic level? The second phase of the research was an investigation of the dynamics of knowledge construction of students as they constructed models of friction at the atomic level while building on their prior ideas. Individual as well as group teaching interviews were conducted with introductory physics students in order to investigate students learning trajectories and the processes they undergo as they created new models of friction at the atomic level. Results show that the span, zone of proximal development and the epistemological orientations of the students greatly influenced the extent to which they utilize scaffolding afforded to them during the model-building process. Moreover, results show that students undergo the process of incorporation and displacement during their model construction and reconstruction. In the third phase, an instructional material geared towards helping students develop more scientific explanations of microscopic friction was developed and pilot-tested. Overall, the results of the study have significant implications for further research, in improving instruction, and curriculum material development.

A problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation examined cognitive and motivational variables thought to play a part in the under-representation of females in AP physics. Cognitive variables consisted of mathematics, reading, and science knowledge, as measured by scores on the 10th and 11th grade Florida Comprehensive Assessment Tests (FCAT). The motivational factors of attitude, stereotypical views toward science, self-efficacy, and epistemological beliefs were measured by a questionnaire developed with question taken from previously proven reliable and valid instruments. A general survey regarding participation in extracurricular activities was also included. The sample included 12th grade students from two high schools located in Seminole County, Florida. Of the 106 participants, 20 girls and 27 boys were enrolled in AP physics, and 39 girls and 20 boys were enrolled in other elective science courses. Differences between males and females enrolled in AP physics were examined, as well as differences between females enrolled in AP physics and females that chose not to participate in AP physics, in order to determine predictors that apply exclusively to female enrollment in high school AP physics and predictors of an anticipated science related college major. Data were first analyzed by Exploratory Factor Analysis, followed by Analysis of Variance (ANOVA), independent t-tests, univariate analysis, and logistic regression analysis. One overall theme that emerged from this research was findings that refute the ideas that females have lower achievement scores, lower attitude, lower self-efficacy, and more stereotypical views regarding science than males. Secondly, the only significant differences found between males and females enrolled in AP physics were for stereotypical views toward science and one factor from the epistemological views questions, both of which favored females. Although the non AP boys significantly outscored non AP girls on science FCAT scores, the only other significant differences found between these groups of students were related to attitude, with the girls scoring higher than the boys on both counts. There were significant differences found for numerous variables between AP and non AP females, however, most of the same differences were found between the two ability groups of male students as well. This leads to the conclusion that these factors certainly play an important role in AP physics enrollment for both genders. But the few significant differences found exclusively between the two female ability groups; reading ability, stereotypical views toward science, and the epistemological beliefs regarding branches of physics being related by common principles and aspects of physics need to be inferred instead of directly measured, may play a more important role in increasing enrollment numbers of females.