Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories

The COVID-19 pandemic has significantly affected the education system worldwide, which was forced to respond with a sudden shift to distance learning. While successful distance teaching requires careful thinking, planning, and the development of technological and human resources, there was no time for preparation in the current situation. Various physics courses, including lectures, tutorials, and laboratory courses, had to be transferred to online formats, resulting in a variety of simultaneous, asynchronous, and mixed activities. To investigate how physics students perceived the sudden shift to online learning, we developed a questionnaire and gathered data from N=578 physics students from five universities in Germany, Austria, and Croatia. In this article, we report how the problem-solving sessions (recitations) and laboratories were adapted, how students judge the different formats of the courses, and how useful and effective they perceived them. The results are correlated with the students’ self-efficacy ratings and other behavioral measures (such as self-regulated learning skills). This study is descriptive in nature, and a survey study design was implemented to examine the relationships among the variables. We found that good communication abilities (r=0.48, p<0.001) and self-organization skills (r=0.63, p<0.001) are positively correlated with perceived learning achievement. Furthermore, the previous duration of studies had a significant impact on several self-reported achievement measures, resulting in consistently lower scores of students in their first academic year compared with students who were further along academically. We draw conclusions and suggest implications for future online classes on the instructor and faculty level. Suggestions include (i) focusing on first-year courses with on-campus teaching when facing limited lecture hall capacities, (ii) offering special courses for promoting self-regulated learning skills, (iii) emphasizing the positive aspects of distance learning, and (iv) installing networking services for supporting student communication

Lab courses for prospective physics teachers: what could we learn from the first COVID-19 lockdown?

At the universities of Dresden, Vienna, and Zagreb, a laboratory course for prospective physics teachers was transferred to an online environment because of the lockdown in March 2020 due to the COVID-19 pandemic. The aim of this paper is to present and compare students’ and instructors’ considerations about the experiences with this laboratory course at these three universities and to formulate guidelines for organizing lab courses for prospective physics teachers. The research was conducted in three steps: first, interviews were conducted with prospective physics teachers (N = 10) ; second, an online questionnaire was administered to course participants (N = 99) ; and third, lab course instructors completed an online questionnaire (N = 8). The results show that an increase in creativity and confidence was expressed when conducting home experiments. Students who received support and guidance benefited more from the online lab course, but some students also experienced a greater time commitment. On a positive note, all participants thought outside- the-box during this lab experience and found solutions that led to new ways of conducting labs. Our study suggests that in future online or regular lab courses, students should have the chance to make decisions about experiments and be creative, with an emphasis on peer discussions and support from instructors

Derivatives, integrals and vectors in introductory mechanics: the development of a multi-representation test for university students

The use of mathematical concepts and formal reasoning is one of the main hurdles for students entering introductory physics courses at university. The ability to apply mathematical tools in the context of physics also relies on the use of multiple representations, i.e., the different forms in which a concept can be expressed, such as words, graphs, numbers and formal language. Based on these considerations, we have developed a multiple-choice test consisting in 34 items aimed at investigating students\u2019 understanding of derivatives, integrals and vectors and their application in the context of introductory classical mechanics. The items were constructed using multiple representational formats and isomorphic items in mathematics, and in physics, in order to explore students\u2019 representational fluency and their ability to transfer knowledge and skills from mathematics to physics. The test has been administered to 1252 students enrolled in introductory courses at the University of Padova in Spring 2018. The results indicate that the test is a valid and reliable instrument and it provides interesting insight into students\u2019 difficulties in the use of mathematical concepts and methods in physics

Labs in Building a Modern Physics Way of Thinking

Modern physics in secondary school is a challenge, which involves the possibility to transfer to the future generations a culture in which physics is an integrated part, not a marginal one, involving curricula innovation, in a way that allows the students to manage them in moments of organized analysis, in everyday life, in social decisions. Conceptual knots in classical physics are often quoted to argue the exclusion of modern physics in secondary school, but the physics of the last century is now part of the secondary school curricula in many EU countries and in the last 10 years appear in secondary textbooks, even if in not organic way and sometime with a prevalent narrative approach. A wide discussion on goals, rationale, contents, instruments and methods for its introduction in secondary school curriculum is now increasing. In the theoretical framework of the Model of Educational Reconstruction, the Physics Education Research Group of the University of Udine (UPERG) developed research based educational proposals based on active role of students. Different kind of Lab work are integrated in the research based proposals, chosen to offer an idea of the differentiated perspective of the work of physicists in modern physics and an epistemological reflection. Associated physics education research is focus on contributing to practice, developing vertical coherent content related learning proposals by means of Design Based Research (DBR 2003) to produce learning progression (Duschl R., Maeng S. & Sezen A. 2011) and finding ways to offer opportunities for understanding and experience what physics is, what it deals with and how it works in operative way. The strategies of Lab work assume a formative role in their integration in the context of the different proposals