Education is a powerful instrument of socio-economic and political change. Hence, it is necessary to improve quality of education at different levels of its field. Teachers need to be qualified in teaching methodology. Improvement of quality of teaching is essential for futuristic development. Education is a process of bringing desirable change in the behavior of human beings. It can also be defined as a process of imparting or acquiring knowledge and habits through instruction or study. Knowledge is an appreciation of the possession of interconnected details, which in isolation, are of less value. Progress and advancement of the countries of the world are always related with the kind of education they offer to their people. Modern age is the age of science and technology. Education gives people expertise and skills for different fields to keep them abreast with the changing realities of life.
This study was designed to investigate factors that influence girls’ performance in physics in (28%) national schools in Kenya, for there is a lower performance index of girls opting to study physics in high schools. The factors of attitudes of students, learners’ ability, and teacher characteristics were found to affect performance of girls in physics. A survey among 228 form 2 students in 5 national schools in Kenya, as well as teachers of science and mathematics in the schools was carried out. Questionnaires were used to collect data for both teacher and student factors. In addition, an Achievement Test was used to isolate areas of misconceptions that account for poor performance of girls. The data was analyzed using both descriptive and inferential statistics. The study showed students’ attitude, learner’s ability and teacher characteristics, affected girls’ enrollment and performance in physics. The girls had better positive attitudes and performance in learner abilities in physics than the boys. The results also showed that teachers of physics in the girls’ schools are efficient in instructional designs. The results showed strong preference of girls to physics practical work.
This study was designed to investigate factors that influence girls’ enrollment and performance in physics in five (28%) ‘traditional’ national schools in Kenya. Meaningful learning of physics is the hallmark of a technologically competent workforce in science, technology and engineering. However, there is a lower performance index and enrollment of girls opting to study physics at KCSE. The factors of attitudes of students, learners’ ability and teacher characteristics were found to affect enrollment and performance of girls in physics. The study showed students’ attitude, learner’s ability and teacher characteristics, affected girls’ enrollment and performance in physics in national schools.However, the girls had better positive attitudes and performance in learner abilities in physics than the boys. The results also showed that teachers of physics in girls’ national schools are effective and efficient in instructional designs. The findings of this study may be used to foster positive attitudes towards physics. The methods of physics instruction among girls may also be impacted by constructivism approaches as the results show strong preference to physics practical work.
...If I say that the existence of the particulate matter is not constant, that the universe continuously perishes and it is reborn, that we cannot conceive this small time and if I connect this information to the antimatter at the moment when the universe existed first and to the energy-matter conversion, it means that such an explanation for the existence of the universe can be used in order to combine all the movement equations, accordingly the relativity theory, and energy packages, and accordingly the whole quantum mechanics. This, therefore, leads to a paradigm shift...
Declining science enrolment, with the greatest decline in physics, is well documented and has generated concern surrounding students’ future abilities to function in an increasingly scientific and technology-focused society. This book is a multiphase qualitative phenomenological research study guided by the following questions: (a) Why do students select or reject physics courses? (b) What role does physics identity play in student course selection? (c) What other factors, extrinsic or intrinsic, affect their choices to pursue physics? To answer these questions, data from questionnaires, interviews, focus groups and student drawings are used. The results from this study contribute to the ongoing dialogue about ways to engage students in physics. This book will be especially useful for curriculum designers, physics educators, and physics education researchers.
Издание на английском языке. This book is intended for readers who are acquainted with the course of general physics and analysis of nonspecializing institutions of higher education. It is meant chiefly for engineer-physicists, though it may also be useful to specialists working in fields associated with physics chemists, physical chemists, biophysicists, geophysicists, and astronomers. The book was translated from the Russian by George Yankovsky and this edition was published by the Foreign Languages Publishing house in 1961.
In Kenya, as students move from Form two to Form three, they are allowed to choose the combination of subjects to study for their terminal examination. Unfortunately, physics is considered to be the least chosen subject among the science subjects by girls. Available data indicates that most girls tend to avoid physics in there choices. Yet a steady stream of highly trained women scientists is needed. This publication provides information on the various factors that influence the choice between physics and other science subjects among girls. Empirical results identify factors that influence girls’ choice of physics and other science subjects: parents’ level of education, peer- group pressure, negative students’ attitude, stereotyping of roles as masculine or feminine, cultural values and beliefs that militate against education of girls. The results derived from the study are expected to reverse the negative attitude previously held by girls towards certain science subjects and consequently increase their enrollment in boys’ dorminated subjects such as physics.
Physics has been given as a separate subject in Ethiopian high schools for more than half a century. The physics knowledge, intended to be imparted at this level, was based on classical physics concepts. Several countries reformed their physics curricula in order to make them modern; recognizing that classical physics ideas have some limitations which will hinder students’ critical thinking. However, our physics curricula do not seem responsive to the challenges of the 21st century. This has some risks to our country; trying to train learners with the classical physics dominated curricula. To assure this fact, a qualitative case study design was employed and the objectives of high school curricula analyzed in terms of worth, appropriateness, periodic revision and matching. It was found that the classical physics dominated high school curricula objectives lack consistency (with the general objectives of Ethiopian Education and Training Policy), worthiness, appropriateness, and modernity. Therefore, it was concluded that the inclusion of modern physics concepts in the high school curriculum will have undeniable contribution to solve the problem.
Many factors contribute to the performance of students in any given subject. The performance in mathematics and science subjects has been of great concern to the leaders in Kenya, who peg economic growth to the scientific development. In this country, the determining factor for success of a child in school is the performance in the national examinations which are administered by a semi-autonomous government agency and other professional bodies. The poor performance in mathematics and science examinations has generated debates nationally. This led to the introduction of many innitiatives to improve performance in these areas. One of this initiatives is Strenghtening Mathematics and Science in Secondary Education (SMASSE) for teacher in-servicing. It was envisaged that the SMASSE training would arm the teacher with a better pedagogical skills, develop interest in the students and change the perception towards this subjects and in particular Physics. This book discusses the results of Kenya Certificate of Secondary Education (KCSE) in Physics in Meru South District before and after the teachers were trained.
Due to flexibility and convenience that characterize online education, many prospective physics students would prefer an online option compared to traditional face-to-face learning. However, most first-time introductory college physics students fail to grasp the basic concepts and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners’ preferred learning styles. This book investigates the effect of instructional strategies based on learning styles for introductory college physics in an online environment. Analysis of the research results shows that learners’ performance and satisfaction in an online introductory physics course could be improved by using instructional designs and strategies that match their individual ways of learning. The outcome of this investigation should be especially useful to physics educators and instructional designers who face the challenge of providing viable online physics instruction in colleges and universities. Ideas discussed in this book could also be applied to other areas of science, whether in an online or instructor-led classroom experience.
This book deals with development of computer multimedia software package for school children to enhance their academic achievement in Science, especially of low achievers in Physics. Science in school is meant to enable the child to think scientifically, analyze and to articulate logically. Physics is an important branch of Science which contains a number of abstract concepts. 'Physics generates fundamental knowledge needed for the future technological advances that will continue to drive economic engines of the world'. Hence, the methods of teaching/learning science need to be modernized with existing technologies.Technology enhanced classroom students demonstrates statistically significant increase in academic achievement. This study details the research procedure for development of multimedia software to cater to diverse learning needs of children. The study is interdisciplinary in nature dealing with computer Education, School Education, science Education and Educational Psychology. The problem of retention of knowledge also is dealt in this book and hence useful to students, teachers, researchers and others.
This research was designed to examine the methods for improving the teaching of physics to a group of slow learning students in Government Secondary School, Chindit Barracks,Zaria. A total of twenty-eight boys with a mean age of 18.2 years from SSS1 randomly sampled constituted the sample size of the study. The multiple choice assessment tests and pre-treatment tests were used for the study. The study was performed for a period of twelve weeks and after teaching a topic for about four weeks, a posttest was given each time. In addition to the usual classroom lessons and practical, the slow learning group was treated with a number of activities . The pre-test result and some education determinants showed that, the two groups were comparable before the administration of the treatment respectively. The test scores for the post test collected were used for data analysis and testing of the hypothesis. The hypothesis was tested and drawn at 0.05 levels significant. The t-test for two independent groups'' results showed that physics can be taught effectively to the slow learning group by the introduction of an interesting, understandable and useful programme.
CD–Physics, 3.0 Box with CD–Rom to accompany Fundamentals of Physics, 6e
Physics for Engineers Regular Edition (Chapters 1–36)