Interactive visualisation for teaching a quantum double slit experimentLegerská, Jana
doi: 10.1088/1742-6596/2693/1/012009pmid: N/A
In teaching quantum physics, visualisation is a useful tool to improve students’ understanding of phenomena from the quantum realm. The double slit experiment has shown itself to be a good simple enough example where all important quantum concepts such as wave-particle duality, superposition, or measurement meet in a nice way. Compiling advantages of existing visualizations, we present a new simple web-based interactive interface visualising the double slit experiment with electrons suitable for high school level. Guidelines for using the visualization in classroom are also provided. Teachers and students would be able to conduct this experiment by themselves and explore behaviour of quantum objects step-by-step, following a path outlined by Richard Feynman in his famous lectures.
Comparing Simulations to Improve Physics Students’ EducationBologna, V; Koenig, P; Longo, F
doi: 10.1088/1742-6596/2693/1/012003pmid: N/A
Deepening the authentic inquiry process framework, we analysed and compared some simulations used in physics teaching/learning activities and covering different topics in secondary schools’ curricula. The analysis focused on cognitive processes activated by exploring the simulation and using the proposed material for teachers/learners. While evaluating the inquiry tasks in the simulations analysed, we recognised some features that could become a starting point for identifying simulation patterns targeting learning outcomes and scientific abilities. But more interestingly, we tried to focus on which could improve physics students’ education in an epistemologically authentic inquiry process. With the performed analysis and the collected data, we chose some simulations that better fulfilled the inquiry goal. Then, we tried to develop teaching/learning materials based on the ISLE (Investigative Science Learning Environment) approach. We adopted this framework because it is an example of epistemologically authentic inquiry. Lastly, we shared the results of our analysis and the developed materials with a community of in-service physics teachers to collect their feedback and reflections on this use of simulations.
Electronic Collections of Solved Problems in Physics and Physics ExperimentsKoupilová, Zdeňka; Kácovský, Petr; Snetinová, Marie; Mandíková, Dana
doi: 10.1088/1742-6596/2693/1/012006pmid: N/A
The Collection of Solved Problems in Physics and the Collection of Physics Experiments have been developed at the Department of Physics Education, Faculty of Mathematics and Physics, Charles University for more than fifteen years. Although they are prepared as support materials for the students of our department, the audience is much larger. The Collection of Physics Problems is used not only by university students of other study programs and universities, but also by lower and upper secondary school students and their teachers. There are more than 950 (in Czech), and 320 (in English) fully solved problems covering all major areas of physics with a specially designed solution structure that promotes active thinking and the development of problem-solving skills. Selected problems are accompanied by interactive components. They are mainly prepared in GeoGebra or Wolfram Mathematica. Their aims are various, e.g., they help to create a correct geometrical view of the problem; they show the temporal development of the process; they simulate a mental process involved in solving the problem; they graphically show the solution for values other than those given; they allow to simulate various alternatives. These elements are designed for free play and exploration by the reader, and they are accompanied by tasks that lead the reader to a deeper understanding of the problem. The Collection of Physics Experiments is widely used by in-service teachers at both levels of secondary education. The collection includes approximately 170 experiments in Czech and 80 experiments in English. The focus is on selecting practical classroom experiments that captivate students. Most experiments come with video sequences presenting sample experiment settings and/or procedures.
Editorialdoi: 10.1088/1742-6596/2693/1/011001pmid: N/A
In September 2023, Prague hosted the 26th International Conference on Multimedia in Physics Teaching and Learning (MPTL), bringing together physics educators and developers of physics educational content. The event was hosted by the Faculty of Mathematics and Physics at Charles University.The conference topic, Using Multimedia to Promote Understanding and Cognitive Development, underscored its purpose: to discuss research on the integration of technologies in physics education and to inspire participants with practical activities, environments, and tools designed for implementation in secondary or tertiary education. The relatively modest number of participants fostered not only a familiar atmosphere but also facilitated in-depth and stimulating discussions on each presentation, workshop, or poster. We extend our sincere thanks to all participants for their valuable contributions to these insightful exchanges.The proceedings of the conference have been published by IOP Publishing under the Journal of Physics: Conference Series. The papers presented underwent a review process by two anonymous reviewers and are organized alphabetically by the names of the first authors. We would like to appreciate the effort of all the authors and reviewers who contributed to the publication of these proceedings – thank you for your time and passion.Sincerely,Zdeňka Koupilová (Editor)Department of Physics Education, Faculty of Mathematics and Physics, Charles University, Prague, Czech RepublicList of Scientific committee of MPTL 26, Local organizing committee of MPTL 26, Institutions, organizations, and firms who support the conference are available in this pdf.
Pilot study on the application of collaborative online tools and technologies in physics instructionBabayeva, M; Widenhorn, R
doi: 10.1088/1742-6596/2693/1/012001pmid: N/A
Current work is about technology-based curricula part assessment in the form of a pilot study. The developed activity was implemented in a high school in the USA. About 50 students participated in the pilot. The research team received 5 written surveys from the students who completed the whole activity part and a written teacher’s survey; conducted an in-person interview with the teacher and classroom observation. Based on the feedback the activity was revised, new hardware and software tools were implemented, and the updated activity was presented during two conference workshops for physics teachers and educational researchers. The paper discusses the conditions of implementation of technology in the classroom, presents background information on the pilot and workshops, implemented changes, and overall outcomes. The results show general interest and prospects for implementation of the technologies used with several conditions.
Visualizing the Movement of the Celtic Stone as High School Students ActivityZawadzki, P; Greczylo, T
doi: 10.1088/1742-6596/2693/1/012018pmid: N/A
The Celtic Stone (also known as a rattleback) is a semi-ellipsoidal shaped solid object which when spun rotates on its axis in a preferred direction. If spun in the opposite direction, it goes to the stop and reverses its spin to the preferred direction. As the movement of the stone is multidirectional it is a challenge to perform quantitative measurements of its motion characteristics. The work presents the experimental set-up and the procedure for collecting date of a rattleback motion as the high school students activity. Proposals for specific student actions and their benefits for learning were described in connection with the results obtained. Some preliminary results of video measurements performed with a specific metal rattleback and meant to visualize its motion are reported. Attempts to compare the results with predictions based on the numerical model of the situation are undertaken. The advantages and disadvantages of the measurement system are presented and discussed.
What are the perceptions of physics teachers in Brazil about ChatGPT in school activities?Rezende Junior, M F; López-Simó, V
doi: 10.1088/1742-6596/2693/1/012011pmid: N/A
In this work, we propose to discuss the perceptions of physics teachers in Brazil about AI generative like ChatGPT. Data were collected by an online Focus Group (FG) held during three meetings of one and a half hours each, with six Brazilian physics teachers with varied experience and backgrounds. Participants’ discourse was analysed according to three different questions: (a) the players involved in using ChatGPT in physics classes, (b) the attitudes towards the introduction of ChatGPT in physics classes, and (c) the main functionalities of ChatGPT in physics classes. Our results indicate that physics teachers’ perceptions of GPT, in general, involves more the role of students than the role of the teacher, correspond to more positive than negative perception, and allows identifying four main functionalities defined as a co-pilot of lessons, as an educational bureaucracy manager, as a simple problem-solving tool, and as a literal information providing tool.
Training teachers on new topics and new tools in Physics educationPiccione, A; Massa, A A; Ruggiero, M L; Serio, M; Rinaudo, M; Marocchi, D; Marino, T
doi: 10.1088/1742-6596/2693/1/012010pmid: N/A
We report the result of a collaboration among Universities, Schools, and Institutions to increase interest in new tools and learning environments. To address this issue, we provide scientific and didactic support to teachers through different kinds of training sessions to introduce innovative didactic methodologies for teaching and learning. The project involved a training course both in streaming and carried-out sessions with university staff as well as secondary school teachers. We selected current research such as climate change, space missions, and Einstein’s relativity since they are not commonly included in the Italian physics curriculum; we suggested an approach based on some new methodologies and technologies to introduce these topics. We used microcontroller development boards for measuring environmental parameters, Artificial Intelligence (AI), and data processing applied to Open Data from space missions or weather archives. We also suggested a new approach to teaching modern physics. For this purpose, we used a web-based platform to explore the basic concepts of relativistic physics by emphasizing its impact on Global Positioning Systems, which is of utmost importance in everyday life.
Peer Review Statementdoi: 10.1088/1742-6596/2693/1/011002pmid: N/A
All papers published in this volume have been reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.• Type of peer review: Double Anonymous• Conference submission management system: Morressier• Number of submissions received: 21• Number of submissions sent for review: 20• Number of submissions accepted: 19• Acceptance Rate (Submissions Accepted / Submissions Received × 100): 90.5• Average number of reviews per paper: 3.4• Total number of reviewers involved: 25• Contact person for queries:Name: Zdeňka KoupilováEmail: [email protected]: Faculty of Mathematics and Physics, Charles University, Prague, Czech Republic
Classroom experimentation – Arduino projects to teach electromagnetismSchnider, D; Hömöstrei, M
doi: 10.1088/1742-6596/2693/1/012015pmid: N/A
In this paper, we offer high school physics teachers valuable insights into the effective incorporation of Arduino-based classroom physics measurements for teaching electromagnetics. By engaging students in activities that involve measuring the conductance of liquids and exploring the magnetic field of a solenoid, starting from fundamental concepts and progressing to more complex tasks, we facilitate their journey toward a deeper, abstract understanding of the subject matter. These projects, centered on digital technology, encompass activities such as digital data collection, data analysis, and even functions plotting. These hands-on experiences enhance students’ technical skills, and also provide teachers with a powerful quantitative teaching method, allowing them to emphasize specific physical phenomena and their underlying theoretical principles. Consequently, these Arduino-based measurements play a pivotal role in fostering students’ competence development and improving their attitude towards learning physics.