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    Wyświetlanie 1-5 z 5
    Tytuł:
    Females’ exclusion from Physics: examining two Deterring Factors
    Autorzy:
    Eilam, Efrat
    Barry, Fiachra
    Powiązania:
    https://bibliotekanauki.pl/articles/2005008.pdf
    Data publikacji:
    2016-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    physics education
    females in science
    stereotype
    science education
    science education pedagogy
    gender imbalance
    Opis:
    Females’ low participation in post-compulsory physics education has been a major concern for researchers over the past five decades. The present study focuses attention on two major deterring factors, the female pedagogy-sensitivity effect and the stereotype effect. The objectives of this study are to uncover the constituents and meanings of these factors by (a) analyzing the perspectives of female university science students and, (b) evaluating differences in their impacts among females choosing to major in biology compared to females choosing to major in physics. The study contributes to our understanding of how these deterring effects impact on females along their educational path and particularly in their tertiary education.
    Źródło:
    The New Educational Review; 2016, 44; 40-51
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tablet in teaching physics
    Tablet w nauczaniu fizyki
    Autorzy:
    VOCHOZKA, Vladimír
    Powiązania:
    https://bibliotekanauki.pl/articles/455795.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    tablet
    education
    physics
    technologies
    edukacja
    fizyka
    technologie
    Opis:
    Posts define tablet and deal with issues of educational programs for this device. Because this is a new tool used in teaching, outlines its advantages and possible pitfalls.
    W artykule zajęto się zagadnieniami związanymi z koniecznością określenia roli i miejsca tabletu w procesie dydaktycznym. Jest on nowym urządzeniem znajdującym zastosowanie w nauczaniu, posiada zalety, ale i potencjalne pułapki.
    Źródło:
    Edukacja-Technika-Informatyka; 2012, 3, 2; 209-211
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Students’ Views on Usefulness of Chosen Physics Formulas
    Autorzy:
    PĘCZKOWSKI, PAWEŁ
    BŁASIAK, WŁADYSŁAW
    Powiązania:
    https://bibliotekanauki.pl/articles/455599.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    physics formulas
    science education
    natural and computer science
    Opis:
    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.
    Źródło:
    Edukacja-Technika-Informatyka; 2017, 8, 4; 201-213
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Using Eye-Tracking Technology for the Analysis of Students Subjective Views on Usefulness of Chosen Physics Formulas
    Autorzy:
    PĘCZKOWSKI, PAWEŁ
    BŁASIAK, WŁADYSŁAW
    Powiązania:
    https://bibliotekanauki.pl/articles/456043.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    eye-trackin
    eye-fixations
    saccade
    physics formulas
    science education
    Opis:
    This paper is the second part of research concerning students' view on usefulness of physics formulas. In the first part we examined subjective students' opinions on the usefulness of selected physics formulas from the school curriculum. No we concentrated on eye-tracking experiments. Students have assessed 16 of the most important physics formulas, chosen by physics teachers. For deeper understanding of student's choices on eye-tracking has been conducted. For 52 students divided on two groups: not participating in school competitions in physics and other natural sciences named “ordinary students” and participating in these competitions named “extraordinary students”, a relationship was observed between their eyes’ fixation time (divided into Area of Interest) on 16 displayed formulas and the frequency of recognizing these as useful. We compared also saccade duration time between these two groups of students. Physics contest winners found over 60% of these formulas useful, whereas the average students’ result was less than 30%. We observed a positive correlation between the number of eye-fixations on a given formula and the frequency of selection by the students as useful. 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.
    Źródło:
    Edukacja-Technika-Informatyka; 2017, 8, 4; 192-200
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Epistemologia w dydaktyce fizyki Komisji Edukacji Narodowej
    Epistemology in the teaching of physics by the Commission for National Education
    Autorzy:
    Janeczek, Stanisław
    Powiązania:
    https://bibliotekanauki.pl/articles/2015979.pdf
    Data publikacji:
    2002
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    historia filozofii
    nauki i oświaty
    historia przyrodoznawstwa
    historia fizyki
    history of philosophy
    science and education
    natural history
    history of physics
    Opis:
    The subject of the article is defining the specificity of broadly understood epistemology (theory of cognition, methodology of science) that could be seen in the teaching of physics at secondary schools (and partly also at universities) run by the Commission for National Education. It was the first European „ministry” of education, which worked in Poland in the years 1773-1795. Its specificity was defined by a new model of school directed to scientific rather than linguistic-humanist, and on a higher level − also than philosophical education. On the level of syllabuses it meant replacing lecturing Aristotelian philosophy of nature with phenomenalistic-mathematical natural science (mechanists), oriented to technical-economic practice (utilitarianism). The syllabuses declared so radical a break up − in the spirit of pre-positivism of The French Encyclopaedia − with traditional education that at secondary schools practically all the philosophical subjects were removed, apart from logic and ethics, and at universities logic was cancelled too. However, the teaching practice differed from the syllabus and organisational radicalism that was incomparable with any other education system functioning in Europe. In it numerous handbooks written in the circle of the so-called philosophia recentiorum were used. It joined the Aristotelian philosophy of nature with elements of modern natural history. Introduced into the secondary and university education in the whole of Europe in the first half of the 18th century, it broke the framework of the traditional philosophy syllabus. Also the handbooks of the Commission for National Education − like all of the eclectic school physics of the Enlightenment era − still contained philosophical elements, with the idea of justifying them inductively. However, at the same time numerous troubles appeared resulting from putting into effect the empirical-mathematical ideal of natural history. This was the result of shortage of instruments necessary for performing experiments, even on the didactic level that dominated over research work in the Polish science of that time. Also doubts were expressed as to the possibilities and range of applying the language of mathematics for defining the data obtained in experiments. This resulted from a low methodological level of natural science of that time that still had a describing-systematising character (natural history, partly also physics). Hence doubts appeared in defining the mathematical status of natural science, still treated as applied mathematics, or as an integral − sometimes even first-rate − element of physics. Especially development of mathematically defined mechanics and the possibilities of applying it in technology gave a higher prestige to reflection over technical--economic activity, which led to general acceptance of the ideal of applied science preferred at those times.
    Źródło:
    Roczniki Filozoficzne; 2002, 50, 1; 203-263
    0035-7685
    Pojawia się w:
    Roczniki Filozoficzne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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