Effectiveness of using video analysis software in Introductory Physics

With the rapid development of science and technology, various IT-based teaching materials and effective teaching methods have been developed. One such method is to analyze physical phenomena by capturing video of experiments and analyzing the video. The authors have developed teaching materials to analyze various physical phenomena that are difficult to realize with conventional experimental methods using moving images. For example, the authors have developed teaching materials in which the collision of two objects is filmed from above and analyzed to learn about the law of conservation of momentum. Video analysis is considered useful in that it enables learners to understand physical phenomena by connecting the phenomena to graphs and equations while actually operating the video. In addition, it is also considered to promote exploration activities by allowing learners to take videos of physical phenomena of interest to them and analyze them. The teaching materials we have developed have been used in university classes and teacher training, but they were intended for a relatively small group of about 30 students, and were mainly used in situations where learners could immediately respond to any inadequacies in operation or content. On the other hand, with the trend to online learning due to COVID-19 starting in 2020, there are more and more opportunities for university students to take online classes, using computers at home or other locations, and the introduction of Computer-Based-Test as a new way of testing has been seriously considered in recent years. Under these circumstances, even if learners are stumped by operational problems, teachers are often unable to provide immediate support. It is also necessary to examine the extent to which the use of video analysis software is useful for understanding the content. Therefore, the purpose of the study that we are presenting, is to examine the effectiveness and challenges of a motion analysis assignment outside of class, for approximately 480 students taking calculus-based introductory physics in their first year of university, for two years in 2021 and 2022. After viewing the video analysis shown by the professor several times during the class, the students installed the video analysis software themselves and worked on the video analysis task. In 2021, 53% of the students reported that understanding the concepts just by watching the video analysis was very helpful and helpful on a 5-point Likert scale, while 63% reported that understanding the concepts was very helpful and helpful when they tried to do the video analysis on their own. The results will be presented along with the 2022 results. ACKNOWLEDGMENT This work was supported by JSPS KAKENHI Grant Numbers JP21K02890. REFERENCES Kobayashi, A. & Okiharu, F. (2010). Active learning approaches by visualizing ICT devices with milliseconds resolution for deeper understanding in physics, AIP Conference Proceedings, 1263, 134-138. Laws, P. & Pfister, H. (1998). Using digital video analysis in introductory mechanics projects, The Physics Teacher, 36,282-287. Logger Pro, https://www.vernier.com/

An attempt to quantify Pedagogical Content Knowledge for Japanese high school physics teachers

A CASE STUDY OF HOW TO HANDLE THE ELECTRIC CURRENT CONCEPT For quality science education, it is essential to fully grasp the concept of Pedagogical Content Knowledge (PCK) proposed by Shulman (1987). Therefore, there is a need to develop teachers' PCK in science education. In prior research, CoRes (Content Representations) and PaP-eRs (Pedagogical and Professional-experience Repertoires) (Magnusson et al., 1999) have been used as a framework to elicit from teachers the PCK components: orientations toward science teaching, knowledge of students’ understanding of science, knowledge of science curriculum, knowledge of instructional strategies, and knowledge of assessment in science. The CoRes consist of eight questions designed to elicit the science teacher's understanding of specific aspects of PCK, such as an overview of key ideas, points of confusion. The PaP-eRs is a useful framework for showing the deeper aspects of science teachers' PCK, for example, in this study it consists of CoRes-based interview transcripts. However, these studies represent teachers' PCK qualitatively and remain case studies. Therefore, the  study we are presenting, aims to represent PCK quantitatively based on previous studies. The context of the investigation is how electric current is handled in the first hour of an electricity unit in high school. METHOD Beginning in May 2022, we preliminarily surveyed and analyzed four teachers who teach physics in high schools. Interviews were conducted with teachers based on the CoRes and PaP-eRs frameworks. Interview transcripts are categorized by PCK components. The number of utterances that appeared in each category was then recorded and represented as a radar chart. RESULTS An example of one teacher’s radar chart of the items with the highest number of utterances as 1 is shown in Figure 1 (see Abstract PDF). Each item represents knowledge of students’ understanding of science, knowledge of science curriculum, knowledge of instructional strategies, and knowledge of assessment in science. Since the first hour is assumed, the number of occurrences of knowledge of assessment in science may be low. It should be noted that this figure does not represent teacher qualifications, as the actual context and understanding of the students they teach in their learning varies among the teachers surveyed. In the current analysis, we only consider the number of utterances. Therefore, we would like to consider the need for weighting in future research. Although the number of surveys is limited at this time, we will increase the number of surveys and present a more detailed study. REFERENCES Magnusson, S. J., Borko, H., & Krajcik, J. S. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining Pedagogical content Knowledge (pp. 95-132), Boston, MA: Kluwer Press. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22

トウヨウ エイワ ジョガクイン ダイガク ソツギョウセイ ノ キャリア ケイセイ ノ ジッタイ ト イシキ チョウサ ホウコク

The main object of this paper is to investigate the work careers and life careersof Toyo Eiwa University alumnae, and to examine what influenced their decision makingand their feelings about their careers.The authors prepared an original sociological and opinion survey on all 2930alumnae, grouped according to their graduate years. The survey was conducted onan unregistered basis in July 2007. The questionnaires were mailed to the alumnaewhose graduate year is even. Seven hundred sixty two (25% ) of the alumnae respondedto the survey. The response rate was not high enough to come to any definite conclusionon the behavior of and thought concerning the career building of Toyo EiwaUniversity alumunae. However, the authors believe that it is very important to investigatethe results and report on findings that may be useful in reviewing and improvingcolledge education.The alumnae association of Toyo Eiwa University kindly allowed use of its listof members, and Hajime Sasaki, the head officer of the career section of Toyo EiwaUniversity, helped us to elaborate the questionnaires and to contact the alumnae.The paper consists of five sections: 1) the purpose of the study; 2) the report onthe entire survey; 3) the relation between the first job decision making and its results;4) the timing of retirement from the first job and life course; 5) the free opinion of thealumnae and some findings. Sections 1 and 2 were written by Hayashi; Section 3 waswritten by Hasegawa; Section 4 was written by Arita; Section 5 was written by Kawasaki

Non-human primate model of amyotrophic lateral sclerosis with cytoplasmic mislocalization of TDP-43

Amyotrophic lateral sclerosis is a fatal neurodegenerative disease characterized by progressive motoneuron loss. Redistribution of transactive response deoxyribonucleic acid-binding protein 43 from the nucleus to the cytoplasm and the presence of cystatin C-positive Bunina bodies are considered pathological hallmarks of amyotrophic lateral sclerosis, but their significance has not been fully elucidated. Since all reported rodent transgenic models using wild-type transactive response deoxyribonucleic acid-binding protein 43 failed to recapitulate these features, we expected a species difference and aimed to make a non-human primate model of amyotrophic lateral sclerosis. We overexpressed wild-type human transactive response deoxyribonucleic acid-binding protein 43 in spinal cords of cynomolgus monkeys and rats by injecting adeno-associated virus vector into the cervical cord, and examined the phenotype using behavioural, electrophysiological, neuropathological and biochemical analyses. These monkeys developed progressive motor weakness and muscle atrophy with fasciculation in distal hand muscles first. They also showed regional cytoplasmic transactive response deoxyribonucleic acid-binding protein 43 mislocalization with loss of nuclear transactive response deoxyribonucleic acid-binding protein 43 staining in the lateral nuclear group of spinal cord innervating distal hand muscles and cystatin C-positive cytoplasmic aggregates, reminiscent of the spinal cord pathology of patients with amyotrophic lateral sclerosis. Transactive response deoxyribonucleic acid-binding protein 43 mislocalization was an early or presymptomatic event and was later associated with neuron loss. These findings suggest that the transactive response deoxyribonucleic acid-binding protein 43 mislocalization leads to α-motoneuron degeneration. Furthermore, truncation of transactive response deoxyribonucleic acid-binding protein 43 was not a prerequisite for motoneuronal degeneration, and phosphorylation of transactive response deoxyribonucleic acid-binding protein 43 occurred after degeneration had begun. In contrast, similarly prepared rat models expressed transactive response deoxyribonucleic acid-binding protein 43 only in the nucleus of motoneurons. There is thus a species difference in transactive response deoxyribonucleic acid-binding protein 43 pathology, and our monkey model recapitulates amyotrophic lateral sclerosis pathology to a greater extent than rodent models, providing a valuable tool for studying the pathogenesis of sporadic amyotrophic lateral sclerosis