A simple design for an electronic speckle pattern interferometer

An electronic speckle pattern interferometer suitable for use in an undergraduate laboratory is described. This interferometer can be built for a small fraction of the cost of a commercial version and is simple and inexpensive to build and understand. The interferometer is useful for visualizing the normal modes of vibrating objects as well as changes in index of refraction

インドネシア中学生における光及び光学機器の概念的理解改善のためのコンピュータ・シミュレーションの効果

広島大学(Hiroshima University)博士(教育学)Doctor of Philosophy in Educationdoctora

Using Computer Simulations as a Pre-Training Activity in a Hands-On Lab to Help Community College Students Improve Their Understanding of Physics

The purpose of this study was to investigate the effectiveness of using computer simulations as a pre-training activity to a hands-on lab to improve students’ understanding of induction topics in physics. The computer simulation activity was compared to an overview presentation. Conceptual understanding and spatial ability were measured. A two-group descriptive repeated measures design was implemented with a convenience sample of 35 community college physics students in the Bay Area. Participants were randomly assigned to a simulation group (n = 17) or a presentation group (n = 18). A 30-item spatial ability assessment was given to all participants one week before the day of the experiment. On the day of the experiment, the simulation group completed a 30-minute induction simulation activity while the presentation group received a 30-minute overview presentation. Both groups then completed a 90-minute hands-on lab. Before completing the simulation activity or receiving the overview presentation, an 18-item conceptual understanding test was given to all participants. The same test was given as a posttest after participants completed the simulation activity or received the overview presentation, and again as a second posttest after participants completed the hands-on lab. Overall results suggest that the overview presentation was more effective in improving students understanding of induction topics in comparison to completing the simulation activity. However, both groups showed noticeable conceptual understanding gains. The simulations had a medium effect (d = 0.68) and the overview presentation had a large effect (d = 1.07) on conceptual understanding. Results also suggest that high spatial ability participants benefited more from the simulations while the low spatial ability participants benefited more from the overview presentation. Both male and females benefited similarly from the overview presentation. However, male participants seemed to have benefited more from the simulations. Although the overview presentation was more effective in improving students understanding of induction topics, the 30-minute computer simulation activity still made a difference in student learning. This result can be seen as a positive finding suggesting that 30-minutes of working with simulations could help students improve their understanding of physics concepts even if they had not used the simulations before

TRADITION OR TECHNOLOGY?: THE IMPACT OF PAPER VERSUS DIGITAL MAP TECHNOLOGY ON STUDENTS’ SPATIAL THINKING SKILL ACQUISITION

This dissertation investigates whether spatial learning outcomes differ with respect to different instructional media. Specifically, it examines traditional, paper aerial imagery as compared to digital imagery visualized with 3D globes. Two research questions provided the focus: 1) Does spatial thinking skill development differ between analog (paper) and digital map media; 2) Does spatial thinking skill development differ based on attitudes toward geography, past travel experience, or demographic variables such as gender, and are there interaction effects among them related to the different media? Spatial thinking skill development was measured as students received instruction using either paper or digital maps. Spatial thinking skills were tested pre- and post-lesson implementation via the Spatial Thinking Ability Test (STAT); sample tested skills included direction, distance, comparison, region, transition, pattern, and association. The research questions were investigated via a quasi-experimental (non-random) design involving classes of 8th grade middle school students. This study determined that spatial thinking skill development does differ between the two types of media. Students taught by each media, both paper and digital, showed improvements in spatial thinking skills. Testing was based upon student condition (control group, digital instruction, and paper instruction), STAT question (each question requires specific spatial skills), and skill area (broad categories of spatial thinking skills included in the STAT). Overall, paper map instruction was found to develop spatial thinking skills among students slightly better than digital map instruction when analyzing STAT score improvements by student condition and by STAT question. Although there were no statistically significant differences in any of the 8 skill are when analyzing STAT score improvements by skill area, the digital map instruction showed improvements in more spatial thinking skill areas than the paper map instruction. A small correlation was found between student spatial thinking acquisition and past travel experiences of students. Additionally, this study established a small correlation between student spatial thinking skill acquisition and student attitudes toward technology. There were also significant correlations found between student spatial thinking skill acquisition and academic levels. This study established that Honors students performed better than College Preparatory students. This study has shown that both media, paper and digital, have their own benefits and weaknesses, but ultimately both assist in improving spatial thinking skill acquisition among students. Digital maps should be utilized in the K-12 curriculum, but not at the expense of the more traditional, paper map

Does Teaching Geometry with Augmented Reality Affect the Technology Acceptance of Elementary School Mathematics Teacher Candidates?

The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates’ technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were freshman students in the faculty of education of a university which located in the central Anatolian region of Turkey during the fall semester of 2016-2017 academic year. Participants in the study were given a training seminar on teaching geometry via augmented reality (AR). They were provided with the opportunity to develop teaching materials for AR. At the end of this process, their opinions on the use of these materials were taken. Both qualitative and quantitative research methods were used in the research. The quantitative data of this study were collected by the Technology Acceptance and Use Scale for Information and Communication Technologies and the qualitative data were collected through semi-structured interviews. The themes and codes related to the usefulness of geometry teaching supported by augmented reality teaching emerged by means of qualitative content analysis. The t-Test, one of the parametric tests, was used to analyze the quantitative data. The data obtained from the semi-structured interview forms were classified under 9 categories and 35 themes. As a result of data analyses, it was found that the teacher candidates' attitudes towards the effectiveness geometry instruction supported by the augmented reality technology were positive but as regards’ teacher candidates’ intentions to use augmented reality technology, it was observed that some of them had reservations because of technological limitations, such as recognition of signs and freezing of the augmented reality environments. Keywords: augmented reality (AR), geometry teaching, mathematics teacher candidate, technology acceptance and us

The particulate nature of polyatomic ions: an exploratory study using molecular drawing software

The purpose of this study was to determine if the use of molecular drawing software would improve student understanding of polyatomic ions. Using software designed for producing drawings of molecules, students developed drawings of polyatomic ions during a regular activity of the state mandated core curriculum on ions. The sample consisted of students enrolled in chemistry at a rural south Louisiana high school-both Honors and Regular. Pretest and posttest scores were analyzed with a number of covariants. The statistical analysis of test scores indicated that there was no significant difference in the improved test scores between the treatment and control groups. The lack of a significant improvement in test scores fails to mirror the results of other documented studies such as that performed by Wu, Krajcik, and Soloway (2001), which made use of similar representations and produced positive gains in the understanding of formulas. However, interviews that were conducted seemed to indicate that the treatment students did obtain a greater understanding of polyatomic ions than did the control group students. More sensitive test items may be needed to detect changes in understanding caused by the intervention. Despite learning this new computer visualization skill in addition to mastering the traditional content, statistical analysis showed the intervention did not have a detrimental effect on test performance. Through personal observation of student performance in later lessons, some transfer appears to have been achieved amongst the students in the treatment group. The possibility of transfer follows some of the findings of Haskell (2001). It was also observed that students that had the opportunity to utilize the computer software had improved inquiry skills. The average test scores for all groups increased with the greatest increases in the treatment group scores. Despite these gains, there was no significant increase in test scores for the treatment group. Analysis of the Birnie-Abraham-Renner Quick Attitude Differential (Williamson, 1992) scores indicated no correlation between student attitudes and the intervention. From the analysis of the interviews, there is an indication that an improved understanding of polyatomic ion structure resulted from the intervention

An Applied Electromagnetics Course with a Conceiving-Designing-Implementing-Operating Approach in Engineering Education

This paper describes and discusses the implementation of a project-based undergraduate course on applied electromagnetics in electronics engineering with a conceiving-designing-implementing-operating (CDIO) approach involving active project-based learning (PBL). The course, which requires a combination of mathematical and physics concepts for its completion, allows students to understand the principles of electromagnetic transmission theory in wireless communication systems. This paper presents the course proposal, its project description, and results hinting at the relationship with the CDIO process. The proposed projects allow students to engage in core concepts such as complex vectors, Maxwell’s equations, boundary conditions, Poynting\u27s theorem, uniform plane waves, reflection and transmission of waves, waveguides, cavity resonators, and computer-assisted design. The proposed methodology results suggest that students lowered their perception of the difficulty of the course, and most students recognized a better learning process of the core concepts for this course. In addition, students’ final course grades showed an average improvement of approximately 6% compared with the final grades of other groups with different methodologies

Supporting Students' Scientific Literacy Skills Through an Experimental KIT Module Based On Al-Quran Studies

The transition from industry 4.0 to 5.0, the transformation of education into a worldwide challenge that emphasizes students' scientific literacy abilities in preparation for the future workforce. To promote scientific literacy, learning resources that support student abilities are required. In constructing an experimental physics KIT based on Al-Qur'an studies with the primary goal of enhancing students' scientific literacy, integrating students' spiritual values and scientific understanding is, thus, a central concern. The research design employed was the 4D Model (Definition, Design, Development, and Deployment), with a sample of Tadris Physics students enrolled in the fifth semester at UIN Mataram. Validity analysis, usability analysis, and effectiveness analysis are the techniques utilized for analysis. During the assessment, 83.33 percent of students demonstrated mastery of classical skills, classified as highly proficient. As a form of mastery learning, the test results indicate that developing experimental KIT modules based on Al-Qur'an studies is highly beneficial in supporting students' scientific literacy skills. In addition, the module development learning materials can promote the achievement of psychomotor, cognitive, and spiritual outcomes for student

Augmented Reality Technology in Teaching about Physics: A systematic review of opportunities and challenges

The use of augmented reality (AR) allows for the integration of digital information onto our perception of the physical world. In this article, we present a comprehensive review of previously published literature on the implementation of augmented reality in physics education, at the school and the university level. Our review includes an analysis of 96 papers from the Scopus and Eric databases, all of which were published between January 1st, 2012 and January 1st, 2023. We evaluated how AR has been used for facilitating learning about physics. Potential AR-based learning activities for different physics topics have been summarized and opportunities, as well as challenges associated with AR-based learning of physics have been reported. It has been shown that AR technologies may facilitate physics learning by: providing complementary visualizations, optimizing cognitive load, allowing for haptic learning, reducing task completion time and promoting collaborative inquiry. The potential disadvantages of using AR in physics teaching are mainly related to the shortcomings of software and hardware technologies (e.g., camera freeze, visualization delay) and extraneous cognitive load (e.g., paying more attention to secondary details than to constructing target knowledge)