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.
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.
About the Book: Determination of the intervening effect of advance organizers on Physics students’ performance in Physics is a practical-based innovative approach in handling pedagogical difficulties in Electromagnetism, in order to improve understanding and application of the concepts. Electromagnetism has been useful in innovations, education and technology. students ideas and understanding of electromagnetism can be transformed into useful products.
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.
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.
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.
Mechanical Engineering is defined nowadays as a discipline “which involves the application of principles of physics, design, manufacturing and maintenance of mechanical systems”. Recently, mechanical engineering has also focused on some cutting-edge subjects such as nanomechanics and nanotechnology, mechatronics and robotics, computational mechanics, biomechanics, alternative energies, as well as aspects related to sustainable mechanical engineering. This book covers mechanical engineering higher education with a particular emphasis on quality assurance and the improvement of academic institutions, mechatronics education and the transfer of knowledge between university and industry.
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.