PL EN


2017 | 8 | 4 | 201-213
Article title

Students’ Views on Usefulness of Chosen Physics Formulas

Content
Title variants
Languages of publication
EN
Abstracts
EN
The study examines students' opinions on the usefulness of selected physics formulas from the school curriculum. Students have assessed 16 of the most important physics formulas, chosen by physics teachers. Additionally, eye-tracking examinations were performed. For 52 students divided on two groups: not participating in school competitions in physics and other natural sciences and participating in these competitions. Physics contest winners found over 60% of these formulas useful, whereas the average students’ result was less than 30%. The paper also presents the declarations of students, graduating from middle school, concerning their interests in school mathematics, physics, biology and computer science. Students that showed more interest in the selected subjects also perceived the areas of study presented by them to be much more useful to the society. It has also been concluded that the intention of choosing one’s profession within the area of a given subject depends on one’s interest in the subject.
Year
Volume
8
Issue
4
Pages
201-213
Physical description
Dates
published
2017
Contributors
  • Institute of Ceramics and Building Materials, Poland
  • The Paweł Włodkowic University College, Poland
References
  • Bing, T., Redish, E. (2009). Analyzing Problem Solving Using Math in Physics: Epistemological Framing via Warrants. Physical Review Special Topics-Physics Education Research, 5 (2), 020108-1-15. doi:10.1103/PhysrevSTPER.5.020108.
  • Błasiak, W., Godlewska, M., Rosiek, R., Wcisło, D. (2012). Spectrum of Physics Comprehension. European Journal of Physics, 33, 565–571. DOI: 10.1088/0143-0807/33/3/565.
  • Chase, W.G., Simon, H.A. (1973). Perception in Chess. Cognitive Psychology, 4 (1), 55–81. DOI: 10.1016/0010-0285(73)90004-2.
  • Chi, M.T.H., Feltovich, P.J., Glaser, R. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science, 5, 121–152. DOI: 10.1207/ s15516709cog0502_2.
  • DeGroot, A.D. (1965). Thought and Choice in Chess. Hague: Mouton.
  • Gurria, A. (2014). PISA 2012 Results in Focus: What 15-years-olds Know and What They Can Do with What They Know. Retrived from: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf (27.09.2017).
  • Kahneman, D. (2011). Thinking Fast and Slow. New York: Farrar, Straus and Giroux.
  • Osborne, J., Simon, S., Collins, S. (2003). Attitude Towards Science: A Review of the Literature and Its Implications. International Journal of Science Education, 25, 1049–1079. DOI: 10.1080/0950069032000032199.
  • Pęczkowski, P. (2009). Trudności w uczeniu się i nauczaniu fizyki kwantowej [Difficulties in Learning and Teaching Quantum Physics]. Warsaw: University of Warsaw (Doctoral dissertation no. dokt.0336).
  • Pęczkowski, P., Błasiak W., Rosiek, R. (2014). Difficulties in Learning and Teaching Quantum Physics. In: P. Cieśla, A. Michniewska (eds.), Teaching and Learning Science at All Levels of Education (p. 108–119). Cracow: Pedagogical University of Cracow.
  • Pintrich, P.R., Schunk, D. (1996). Motivation in Education: Theory, Research and Application. Columbus, OH: Merrill Prentice-Hall.
  • Quale, A. (2011). On the Role of Mathematics in Physics. Science & Education, 20 (3–4), 359–372. DOI: 10.1024/1421-0185/a000176.
  • Redish, E., Saul, J., Steinberg, R. (1998). Student Expectations in Introductory Physics. American Journal of Physics, 66 (3), 212–224. DOI: 10.1119/1.8847.
  • Romine, W., Sadler, T., Presley, M., Klosterman, M. (2014). Student Interest in Technology and Science (SITS) Surwey: Development, Validation, and Use of a New Instrument. International Journal of Science and Mathematics Education, 12 (2), 261–283. DOI: 10.1007/s10763-013- -9410-31.8847.
  • Rożek B., Błasiak, W., Andrzejewska, M., Godlewska, M., Pęczkowski, P., Rosiek, R., Sajka, M., Stolińska, A., Wcisło, D. (2014). The Eye-tracking Research Method in the Process of Solving Mathematical Tasks Requiring Drawing Analysis. Didactics of Mathematics, 11 (15), 43–58. DOI: 10.15611/dm.2014.11.04.
  • Sadaghiani, H.R. (2005), Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics. Ohio, USA: The Ohio State University (Doctoral dissertation).
  • Sjoberg, S., Schreiner, C. (2007). Young Learners’ Attitudes and Interest: Results and Perspectives from the Project ROSE (The Relevance of Science Education). International Newsletter on Physics Education, 10, 3–5.
  • Trumper, R. (2006), Factor Affecting Junior High School Student’s Interest in Physics. Journal of Science Education and Technology, 15 (1), 47–58. DOI: 10.1007/s10956-006-0355-6- -31.8847.
  • Williams, C., Stanisstreet, M., Spall, K., Boyes, E., Dickson, D. (2003). Why Aren’t Secondary StudentsInterested in Physics? Physics Education, 38 (4), 324–329. DOI: 10.1088/0031-9120/38/4/306.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-faa18568-7abc-4020-90c8-2e033949dc00
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.