Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Preface iiiI TEACHING INTRODUCTORY PHYSICS1. IntroductionDesired Student Outcomes Five Lessons for Teachers Toward an Active-Learning Environment Does it Work?2. Teaching Introductory Physics Things to Consider Laboratories and Recitations 3. Physics Education ResearchWhat is Physics Education Research?Summary of Findings from Physics Education Research Examples of Students' Alternative Conceptions Knowledge Structures and Problem Solving Implications for Instruction - The Five Lessons4. An Active-Learning ClassroomSo What's Wrong with Lectures?Active Learning A Dozen Things you can do to Change Physics Education Just the FAQsII TOPICS IN INTRODUCTORY PHYSICS 5. Introduction 6. Vectors and Mathematics 7. Motion and Kinematics8. Forces and Newton's Laws 9. Impulse and Momentum 10. Energy 11. Oscillations12. Waves 13. Thermal Physics 14. Thermodynamics 15. Electrostatics 16. Electric Fields 17. The Electric Potential 18. Current and Conductivity 19. DC Circuits 20. Magnetic Fields 21. Electromagnetic Induction 22. Geometrical Optics 23. Physical Optics 24. Quantum Physics References and Resources

http://library.um.ac.id/free-contents/downloadpdf.php/buku/five-easy-lessons-strategies-for-successful-physics-teaching-randall-d-knight-31325.pdf

Five easy lessons : strategies for successful physics teaching / Randall D. Knight

Development of the Heat and Energy Concept Inventory: Preliminary Results on the Prevalence and Persistence of Engineering Students' Misconceptions

Conceptual surveys have become increasingly popular at many levels to probe various aspects of science education research such as measuring student understanding of basic concepts and assessing the effectiveness of pedagogical material. The aim of this study was to construct a valid and reliable multiple‐choice conceptual survey to investigate students’ understanding of introductory quantum physics concepts. We examined course syllabi to establish content coverage, consulted with experts to extract fundamental content areas, and trialled open‐ended questions to determine how the selected content areas align with students’ difficulties. The questions were generated and trialled with different groups of students. Each version of the survey was critiqued by a group of discipline and teaching experts to establish its validity. The survey was administered to 312 students at the University of Sydney. Using the data from this sample, we performed five statistical tests (item difficulty index, item discrimination...

Development and Use of a Conceptual Survey in Introductory Quantum Physics.

Applications will be welcomed either by individuals for the position of sole Editor or for the position of Co-Editors. JRST is a leading international journal and as such applications are encouraged from international members. The position provides the person(s) chosen, as well as the host institution(s), with international visibility in the area of science education. The JRST Editor provides the world's science educators with the organization's broad views and goals as illustrated by published manuscripts. By providing editorials, the Journal can and should assume a leadership role in science education, as well as influence policy and practice. Upon approval by the NARST Board of Directors, the new JRST Editor(s) will begin working with the current Editors for transition purposes during the calendar year 2009. Full responsibilities as Editor will be from January 2010 through December 2014, with the Editor(s) on the cover of JRST 2011 – 2015. The first issue for which the new Editor is fully responsible (January 2011) would be due to the publisher, Wiley-Blackwell, three months in advance of the publication date. Vision: Each applicant should indicate very clearly the vision, innovation, and creative leadership that will be provided, thereby ensuring JRST continues to be a premier journal. Individual qualifications: Each applicant must be a respected scholar in science education. Please articulate how you will be committed to: 1) publishing a diversity of styles of research; 2) ensuring the review process remains international, so as to reflect multiple perspectives and diversity; and 3) being highly visible and active within NARST and other science education organizations (e.g., being a regular attendee / presenter at conferences). Each applicant should possess a strong research record of publications in high-quality journals, excellent writing and editing skills, and the ability to work with an Editorial Board and reviewers to maintain the high quality of manuscripts published in the Journal. The individual(s) selected must possess the ability to work with the staff of the publisher, Wiley-Blackwell, to assure an efficient manuscript flow and publication process. The Editor must possess skills in computer technology to work within the online submission and review system, ScholarOne, which is maintained by Wiley-Blackwell. Regular, reliable online access is imperative to the success of the Journal.

National association for research in science teaching

In this paper, we describe research results of the performance of students in Thailand on a series of open-ended questions concerning some fundamental concepts in quantum physics. The questions were taken from the University of Maryland Tutorial (Redish, Steinber and Wieman 2006) and asked students to concentrate on the pattern appearing on the screen after electrons and light pass through a double slit. Some common conceptual difficulties were identified and analyzed. The findings from this study are being used to develop a conceptual survey in quantum physics. In this paper, we describe the development of this survey. It will be used in the first instance to compare Thai and Australian second year students.

/pdf/developing-a-prototype-conceptual-survey-in-fundamental-47uru0j7xr.pdf

Developing a prototype conceptual survey in fundamental quantum physics

https://iopscience.iop.org/article/10.1088/1742-6596/1380/1/012098/pdf

An Arduino board with ultrasonic sensor investigation of simple harmonic motion

In decades Peer Instruction (PI) has been confirmed that it can improve students' conceptual understanding. Anyway the main problem for using PI is an audience responding system which required for gathering students' answer, to enhance learning process of PI instead of using Clickers which cost about 40 USD per item. In this work we decided to use Plickers: the free application in smartphones. The purpose of this research is to develop the students' conceptual understanding in work and energy by using PI strategy. The sample for this study came from the different academic year at Ubon Ratchathani University, Thailand. There were 50 first year chemistry students who have enrolled in introductory physics course in academic year of 2016 and 119 first year engineering students who have enrolled in introductory physics course in academic year of 2017. The pre-posted test was the conceptual understanding test in work and energy there were 6 items with 4 choices. The items were a part of the Multiple-choice Test of Energy and Momentum Concepts developed by Chandralekha Singh and David Rosengrant. The pre-posted score had escalated about 13% (chemistry students) and 25% (engineering students). Furthermore both groups of students also had a positive attitude to teaching and learning physics with PI and Plickers approach.

/pdf/using-plickers-cooperate-with-peer-instruction-to-promote-4u77vrim67.pdf

Using Plickers Cooperate with Peer Instruction to Promote Students' Discussion in Introductory Physics Course

Peer assessment was one of the most effective strategies to improve students’ understanding, metacognitive skills, and social interaction. An online tool, Designing for Learning and Portfolio (D4L+P), was developed solely to support the T5 (tasks, tools, tutorials, topicresources, and teamwork) method of teaching and learning. This research used the D4L+P program ina project-based learning (PBL) approach and developed a marking scheme rubric as a topic resource in a task to improve peers' abilities as assessors. The objectives of this research were to compare the points offered for effort to plan proposals for science projects and the points offered for effort to give feedback, and also to analyze students’ reflections as evaluators of the science projects using the D4L+P program compared to the reflections of teachers and experts in PBL. The participants were twenty-five grade 10 students aged 15 and 16 in a science enrichment program, 15 teachers, and five experts Findings showed that 94% of students preferred giving suggestive feedback about doing science projects. Results also indicated that the students and the experts had similar patterns of giving feedback (suggestive-corrective-reinforcing) while the teachers’ patterns emphasized reinforcing feedback. The researchers regard the use of the D4L+P program with the marking scheme rubric in a PBL approach as an alternative learning strategy that requires students to practice the giving of suggestive feedback online.

/pdf/implementation-of-online-peer-assessment-in-a-design-for-q6j1ociy9v.pdf

S. Wuttiprom

Papers

Development and Use of a Conceptual Survey in Introductory Quantum Physics.

Developing a prototype conceptual survey in fundamental quantum physics

An Arduino board with ultrasonic sensor investigation of simple harmonic motion

Using Plickers Cooperate with Peer Instruction to Promote Students' Discussion in Introductory Physics Course

Implementation of Online Peer Assessment in a Design for Learning and Portfolio (D4L+P) Program to Help Students Complete Science Projects.