Pre-service Teachers’ Preparedness to Teach Selected Physics Topics within Integrated Science at the Basic Schools, in Ghana.: Pre-service Teachers’ Preparedness to Teach Selected Physics Topics

Physics provides profound insights into the structure of the cosmos and the mechanisms behind physical phenomena. Technological advancements in this field are pivotal to the progress of civilization. Understanding physics is essential for comprehending natural phenomena in our immediate surroundings and the farthest reaches of the universe. This study, employing a descriptive survey design, examined the competencies of pre-service teachers and their preparedness to teach selected physics topics within integrated science at the basic school level. The sample comprised 560 second-year pre-service teachers from a population of 880, all studying General Physics at Colleges of Education affiliated with the University of Cape Coast, Ghana. Data were collected using a closed-ended questionnaire and analyzed with descriptive statistics (frequency tables). An independent sample t-test was conducted to identify disparities in preparedness between male and female pre-service teachers. The findings revealed that pre-service teachers were generally well-prepared to teach physics topics such as energy, measurement, motion, basic electronics, and electricity, as indicated by their high scores in related dimensions. However, male pre-service teachers showed higher preparedness across most dimensions. It is recommended that colleges provide more opportunities for female pre-service teachers to engage with experienced educators as mentors and role models. Such mentorship programs could offer crucial guidance, support, and encouragement, aiding pre-service teachers in navigating their teaching careers

Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer

Digital educational games have demonstrated large variations in learning outcomes and transfer. Furthermore, educational games are usually embedded in a larger educational setting.  This case study evaluates in detail a lesson around an educational game designed to foster transfer. The game, Newton’s Race, is an intrinsically integrated game on Newtonian mechanics. Outside of the game, lesson activities include a debriefing session, a generalisation assignment, and an assignment on transfer situations. This lesson was evaluated using a mixed-methods approach. A pre- post-test design (N=27) demonstrated a large significant learning effect (p = .002, d = .908). Transfer, as measured within the post-test, was also fostered significantly. In the qualitative part of the study, students’ written statements on the worksheets and students’ utterances during the discussion were analyzed using open coding. A great majority (79 %) of all quotes were coded as scientifically correct

Advocating for Yorùbá as a Medium of Instruction in Teaching Physics

Language plays a critical role in physics education, influencing students' comprehension and engagement. This study examines the impact of using Yorùbá as a medium of instruction in teaching physics, highlighting its potential to improve conceptual understanding and academic performance. Drawing from indigenous knowledge systems, the study explores how traditional Yorùbá practices align with fundamental physics concepts. While integrating Yorùbá into physics education presents challenges such as the lack of standardised terminology and teacher preparedness, these can be addressed through curriculum development and bilingual resources. A bilingual approach incorporating Yorùbá and English could enhance learning outcomes, making physics more accessible and culturally relevant

Reading Adapted Scientific Literature: A Theoretical and Qualitative Assessment of its Potential for Promoting an Understanding of Nature of Science

Reading authentic scientific literature is expected to have many positive effects on students, including the communication of various aspects about nature of science. Many different approaches are discussed, e.g., using a research article unchanged, adding comments and explanations to an article, or changing and adapting it. Common to all approaches is the underlying premise that the characteristic properties of scientific literature can promote nature of science in educational settings. To support this premise, this article first links selected structural and rhetorical features of scientific literature to aspects of the nature of science. We then report on our qualitative study of how reading an adaptation of a scientific review affects pre-service teachers' understanding of nature of science. The examined features of scientific literature point to aspects of nature of science. After our intervention, we observed a shift in participants’ perception of the uncertainty of scientific knowledge, leading to a more accurate understanding, while changes on the empirical nature of scientific knowledge and as the subjectivity of scientists improved primarily among individual participants. From both a theoretical and an empirical point of view, our findings collectively suggest that engaging with authentic scientific literature in form of adapted literature can effectively promote an understanding of nature of science

Education for sustainable development, nanoscience, and chemistry education: A small scale survey among a sample of Italian chemistry teachers

This survey explores the experience and perceptions of Italian chemistry teachers toward Education for Sustainable Development (ESD). In Italy, chemistry lessons could include learning about sustainable development issues, but it is unclear to which extent ESD in chemistry lessons is operated. Additionally, ESD became a central part of the Italian interdisciplinary teaching subject of Educazione Civica (EC) which might be translated as citizenship education. In EC, all science subjects are involved, including chemistry, where lessons are taught by chemistry teachers. This survey inquires about the potential incorporation of ESD and also nanoscience into chemistry lessons in general and in EC in particular from the viewpoint of Italian chemistry teachers. The focus is on teachers’ attitudes to including ESD and nanoscience in their lessons and potential difficulties in implementing them

AI in chemistry and chemical education

Artificial Intelligence (AI) is reshaping chemistry education by offering new tools for teaching, learning, and research. We explore how AI can both support chemistry learning and serve as a subject of instruction, while also addressing the ethical, technical, and educational challenges involved. It highlights the need to systematically integrate AI-related competencies into teacher education, guided by frameworks like DiKoLAN AI. A reflective, responsible approach is essential to ensure AI enhances, rather than undermines, scientific understanding and equity in the classroom

Half-life and Lifeworld: The Omission of School Knowledge in Writing about Radioactive Waste

We report on a pilot study investigating student writing about radioactive waste before and after instruction on half-life. We found that none of the (N = 21) 12th-grade students mentioned half-life on the post-test writing task, despite the post-test being separated from the intervention by only a short amount of time. This is consistent with previous research conducted by Eijkelhof et al. which showed that, even after formal learning, students are unlikely to be influenced in terms of their views about topics in the lifeworld (such as where to store waste from nuclear power plants). Our study, though small, is pioneering in that we analyze both student writings and responses to survey questions in our assertion that the issue is neither student writing ability nor conceptual understanding. We hypothesize, rather, that students (at least on a sub-conscious level) do not think the topic of half-life is relevant to the writing task. This suggests that instruction aiming to improve student writing about science issues in the lifeworld should provide scaffolding to emphasize the usefulness of school knowledge in that writing

Development of Physics Learning Media Based on Augmented Reality

The purpose of this research is to determine whether it is feasible to develop augmented reality-based physics learning materials and to certain how instructors and students react to such materials when they are based on magnetic field material. The ADDIE paradigm, which stands for Analysis, Design, Develop, and Evaluate, is used in this study. Experts, educators, and MIPA class XI students at SMAN 8 Selayar served as the study’s subjects. After demonstrating the use of augmented reality media, teachers and students were given the opportunity to respond to a questionnaire or voice their opinions on the program. This allowed researchers to collect data for their study. The Gregory method is the method used for data analysis. The analysis’s findings showed that the Gregory internal consistency coefficient was either 1 or 100%, and the replies from physics instructors and students fell between 80% and 100% of the total. This demonstrates that learning physics with augmented reality media is feasible

The valuable contribution of “The International Handbook of Physics Education Research” (IHPER) to physics education research and physics education: Reflecting on the field

The International Handbook of Physics Education Research (IHPER) is a collection of up-to-date review papers that highlight the state of the art of physics education research (PER). The IHPER was published in April 2023 and consists of three volumes, namely, Learning Physics (Taşar & Heron (Eds., 2023a)), Teaching Physics (Taşar & Heron (Eds., 2023b)), and Special Topics in PER (Taşar & Heron (Eds., 2023c)). By taking this opportunity, in this editorial, I am reflecting on the past, present, and the future of PER

Teaching food analysis through unknowns: Study case for methylxanthines, organic acids, and sugars examination over liquid chromatography

Three laboratory sessions are described, each one focused on a distinct group of analytes (i.e., 1. Methylxanthines, 2. Organic acids 3. Sugars). To study each analyte group, food profiling was achieved using liquid chromatography; where each analyte (n = 3, 15, and 5 analytes for methylxanthines, organic acids, and sugars, respectively) was identified and quantified. Different food samples (including beverages, powders, cereals, and dairy products) were given to students who within each class knew the possible identities of the group of samples given but had to pair, after examination, the resulting profiles obtained with each food sample as the food samples were unidentified (unknowns). Quali/Quantitative data were recollected from the resulting chromatograms after each food was subjected to analysis. For organic acids, solid phase extraction and potentiometry were used as tools to demonstrate separation science from colored drinks as sample pretreatment and as a classic alternative for instrumental analysis