National and ınternational advances in physics education in the last three years: A thematic review
DOI:
https://doi.org/10.36681/Keywords:
Journal, physic education, thematic review, three yearsAbstract
For research areas to advance, researchers are required to carry out studies that are in line with the inadequacies in the field and to have a grasp of the studies in the field. One of the most important means of identifying inadequacies in a field is to review studies between certain years. In this sense, it is important to analyze the publications of significant journals in physics education. The purpose of this study is to conduct a thematic review of the literature related to physics education studies in certain journals published within the scope of Social Sciences Citation İndex in 2013-2015. The articles obtained from the literature were analyzed using a generated matrix. The matrix consists of general specifications (type of journal, years and demographic properties) and content sections (aims, research methods, variables, samples, physics subjects and results). According to the findings, in terms of physics concepts, the studies were conducted mostly on the concept of energy and included mostly undergraduate student participants. Regarding the results, it is suggested, both in physics and science education studies, that materials that are to be used with approaches, such as context-based learning, inquiry-based leaning, and argumentation-based learning, need to be enhanced and that additional studies that investigate the effects of these approaches on learning environments are needed.
Downloads
References
Adamuti-Trache, M., Bluman, G., & Tiedje, T. (2013). Student success in first-year university physics and mathematics courses: Does the high-school attended make a difference?. International Journal of Science Education, 35(17), 2905-2927. (*)
Akdeniz, A. R., & Akbulut, O. E. (2010). Evaluation of the physics teacher candidates’ constructivist teaching activities. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(1), 50-63. Akpinar, E. (2014). The use of interactive computer animations based on poe as a presentation tool in primary science teaching. Journal of Science Education and Technology, 23(4), 527-537. (*)
Anderson, J. L., & Barnett, M. (2013). Learning physics with digital game simulations in middle school science. Journal of Science Education and Technology, 22(6), 914-926. *
Bacanak, A., Degirmenci, S., Karamustafaoglu, S., & Karamustafaoglu, O. (2011). Published science education articles in e-journals: Method analysis. Journal of Turkish Science Education, 8(1), 119-132.
Bennett, J., Lubben, F., & Hampden-Thompson, G. (2013). Schools that make a difference to post-compulsory uptake of physical science subjects: Some comparative case studies in England. International Journal of Science Education, 35(4), 663-689. (**)
Berger, R., & Hänze, M. (2015). Impact of expert teaching quality on novice academic performance in the jigsaw cooperative learning method. International Journal of Science Education, 37(2), 294-320. (*)
Bigozzi, L., Tarchi, C., Falsini, P., & Fiorentini, C. (2014). ‘Slow science’: Building scientific concepts in physics in high school. International Journal of Science Education, 36(13), 2221-2242. (*)
Bøe, M. V., & Henriksen, E. K. (2013). Love it or leave it: Norwegian students’ motivations and expectations for postcompulsory physics. Science Education, 97(4), 550-573. (*)
Brookes, D. T., & Etkina, E. (2015). The importance of language in students' reasoning about heat in thermodynamic processes. International Journal of Science Education, 37(5-6), 759-779. (*)
Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S. & Demirel, F. (2012). Scientific research methods. (13. Publishing). Ankara: Pegem Academy.
Byra, M., & Goc Karp, G. (2000). Data collection techniques employed in qualitative research in physical education teacher education. Journal of Teaching in Physical Education, 19, 246-266.
Calik, M., Ayas, A. & Ebenezer, J. V. (2005). A review of solution chemistry studies: insights into students’ conceptions. Journal of Science Education and Technology, 14(1), 29-50.
Author (2014). Celepler Publishing.
Chatoupis, C., & Vagenas, G. (2011). An analysis of published process-product research on physical education teaching methods. International Journal of Applied Sports Sciences 23(1), 271-289.
Chen, S., Chang, W. H., Lai, C. H., & Tsai, C. Y. (2014). A comparison of students’ approaches to inquiry, conceptual learning, and attitudes in simulation‐based and microcomputer‐based laboratories. Science Education, 98(5), 905-935. (*)
Chen, Y. C., Hand, B., & McDowell, L. (2013). The effects of writing‐to‐learn activities on elementary students’ conceptual understanding: Learning about force and motion through writing to older peers. Science Education, 97(5), 745-771. (*)
Cheong, I. P. A., Johari, M., Said, H., & Treagust, D. F. (2015). What do you know about alternative energy? Development and use of a diagnostic ınstrument for upper secondary school science. International Journal of Science Education, 37(2), 210-236.*
Chu, H. E., & Treagust, D. F. (2014). Secondary students’ stable and unstable optics conceptions using contextualized questions. Journal of Science Education and Technology, 23(2), 238-251. (*)
Close, H. G., & Scherr, R. E. (2015). Enacting conceptual metaphor through blending: Learning activities embodying the substance metaphor for energy. International Journal of Science Education, 37(5-6), 839-866. (*)
Cohen, L., & Manion, L. (1990). 2. Research methods in education (Third Edition). London: Routledge.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Edition). New York: Routledge. Danielsson, A., & Warwick, P. (2014). ‘All we did was things like forces and motion…’: Multiple discourses in the development of primary science teachers. International Journal of Science Education, 36(1), 103-128. (*)
Darrah, M., Humbert, R., Finstein, J., Simon, M., & Hopkins, J. (2014). Are virtual labs as effective as hands-on labs for undergraduate physics? A comparative study at two major universities. Journal of Science Education and Technology, 23(6), 803-814. (*)
Décamp, N., & Viennot, L. (2015). Co-development of conceptual understanding and critical attitude: Analyzing texts on radiocarbon dating. International Journal of Science Education, 37(12), 2038-2063. (*)
Dega, B. G., Kriek, J., & Mogese, T. F. (2013). Students' conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching, 50(6), 677-698. (*)
Ding, L., Chabay, R., & Sherwood, B. (2013). How do students in an innovative principle‐based mechanics course understand energy concepts?. Journal of Research in Science Teaching, 50(6), 722-747. (*)
Dreyfus, B. W., Gupta, A., & Redish, E. F. (2015). Applying conceptual blending to model coordinated use of multiple ontological metaphors. International Journal of Science Education, 37(5-6), 812-838. (*)
Emig, B. R., McDonald, S., Zembal-Saul, C., & Strauss, S. G. (2014). Inviting argument by analogy: Analogical‐mapping‐based comparison activities as a scaffold for small‐group argumentation. Science Education, 98(2), 243-268. (*)
Eshach, H., Wu, H. K., Hwang, F. K., & Hsu, Y. S. (2014). Whole class dialogic discussion meets taiwan’s physics teachers: attitudes and culture. Journal of Science Education and Technology, 23(1), 183-197. (*)
Fulmer, G. W., Liang, L. L., & Liu, X. (2014). Applying a force and motion learning progression over an extended time span using the force concept inventory. International Journal of Science Education, 36(17), 2918-2936. (*) Fung, D., & Yip, V. (2014). The effects of the medium of instruction in certificate‐level physics on achievement and motivation to learn. Journal of Research in Science Teaching, 51(10), 1219-1245. (*)
Geller, C., Neumann, K., Boone, W. J., & Fischer, H. E. (2014). What makes the finnish different in science? Assessing and comparing students' science learning in three countries. International Journal of Science Education, 36(18), 3042-3066. (*)
Gilbert, W. D., & Trudel, P. (2004). Analysis of coaching science research published from 1970–2001. Research Quarterly for Exercise and Sport, 75(4), 388-399.
Gill, T., & Bell, J. F. (2013). What factors determine the uptake of A-level physics?. International Journal of Science Education, 35(5), 753-772. (*)
Goertzen, R. M., Brewe, E., & Kramer, L. (2013). Expanded markers of success in introductory university physics. International Journal of Science Education, 35(2), 262-288. (*)
Guisasola, J., Almudi, J. M., & Zuza, K. (2013). University students’ understanding of electromagnetic induction. International Journal of Science Education, 35(16), 2692-2717. (*)
Halloun, I. (1996, July-August). Views about science and physics achievement: The VASS story. Paper presented at the meeting of the International Conference on Undergraduate Physics Education, Maryland, USA.
Harlow, D. B., Bianchini, J. A., Swanson, L. H., & Dwyer, H. A. (2013). Potential teachers' appropriate and inappropriate application of pedagogical resources in a model‐based physics course: A “knowledge in pieces” perspective on teacher learning. Journal of Research in Science Teaching, 50(9), 1098-1126. (*)
Hast, M., & Howe, C. (2013a). The development of children’s understanding of speed change: A contributing factor towards commonsense theories of motion. Journal of Science Education and Technology, 22(3), 337-350. (*)
Hast, M., & Howe, C. (2013b). Towards a complete commonsense theory of motion: The interaction of dimensions in children's predictions of natural object motion. International Journal of Science Education, 35(10), 1649-1662. (*)
Hazari, Z., Cass, C., & Beattie, C. (2015). Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development. Journal of Research in Science Teaching, 52(6), 735-762. (*)
Helm, H. (1980). Misconceptions in physics amongst South African students. Physics Education, 15(2), 92.
Hofmann, V. K. (2001). Editorial. International Journal of Physical Education, 38(2),51.
Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N., & Riga, F. (2015). Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching. International Journal of Science Education, 37(1), 162-184. (*)
Jawahar, K., & Dempster, E. R. (2013). A systemic functional linguistic analysis of the utterances of three South African physical sciences teachers. International Journal of Science Education, 35(9), 1425-1453. (*)
Jeppsson, F., Haglund, J., & Amin, T. G. (2015). Varying use of conceptual metaphors across levels of expertise in thermodynamics. International Journal of Science Education, 37(5-6), 780-805. (*)
Karamustafaoglu, O. (2009). Main trends on science and technology education. Kastamonu Education Journal, 17(1), 87-102.
Kayhan, M., & Koca A. O. (2004). Research topics in mathematics education: 2000-2002. Hacettepe University Journal of the Faculty of Education, 26, 72–81.
Kukliansky, I., & Eshach, H. (2014). Evaluating a contextual-based course on data analysis for the physics laboratory. Journal of Science Education and Technology, 23(1), 108-115. (*)
Kulo, V., & Bodzin, A. (2013). The impact of a geospatial technology-supported energy curriculum on middle school students’ science achievement. Journal of Science Education and Technology, 22(1), 25-36. (*)
Kuo, E., Hull, M. M., Gupta, A., & Elby, A. (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems. Science Education, 97(1), 32-57. (*)
Kurnaz, M. A. & Calik, M. (2009). A thematic review of ‘energy’ teaching studies: focuses, needs, methods, general knowledge claims and implications. Energy Education Science and Technology Part B: Social and Educational Studies, 1 (1), 1-26.
Lancor, R. A. (2014). Using student-generated analogies to investigate conceptions of energy: A multidisciplinary study. International Journal of Science Education, 36(1), 1-23. (*)
Lancor, R. (2015). An analysis of metaphors used by students to describe energy in an ınterdisciplinary general science course. International Journal of Science Education, 37(5-6), 876-902. (*)
Lemmer, M. (2013). Nature, cause and effect of students’ intuitive conceptions regarding changes in velocity. International Journal of Science Education, 35(2), 239-261. (*)
Leuchter, M., Saalbach, H., & Hardy, I. (2014). Designing Science Learning in the First Years of Schooling. An intervention study with sequenced learning material on the topic of ‘floating and sinking'. International Journal of Science Education, 36(10), 1751-1771. (*)
Lin, T. C., Lin, T. J., & Tsai, C. C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372.
Liu, O. L., Ryoo, K., Linn, M. C., Sato, E., & Svihla, V. (2015). Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study. International Journal of Science Education, 37(7), 1044-1066. (*) Marchand, G. C., & Taasoobshirazi, G. (2013). Stereotype Threat and Women's Performance in Physics. International Journal of Science Education, 35(18), 3050-3061. (*)
Martinez-Borreguero, G., Pérez-Rodríguez, Á. L., Suero-López, M. I., & Pardo-Fernández, P. J. (2013). Detection of misconceptions about colour and an experimentally tested proposal to combat them. International Journal of Science Education, 35(8), 1299-1324. (*)
Martinez, G., Perez, Á. L., Suero, M. I., & Pardo, P. J. (2013). The effectiveness of concept maps in teaching physics concepts applied to engineering education: Experimental comparison of the amount of learning achieved with and without concept maps. Journal of Science Education and Technology, 22(2), 204-214. (*)
McDermott L. C., & Redish E. F. (1999). Resource letter PER-1: Physics education research. The American Journal of Physics, 67(9), 755-764.
Mujtaba, T., & Reiss, M. J. (2013). What sort of girl wants to study physics after the age of 16? Findings from a large-scale UK survey. International Journal of Science Education, 35(17), 2979-2998. (*)
Mumba, F., Mbewe, S., & Chabalengula, V. M. (2015). Elementary school teachers' familiarity, conceptual knowledge, and ınterest in light. International Journal of Science Education, 37(2), 185-209. (**)
Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013). Towards a learning progression of energy. Journal of Research in Science Teaching, 50(2), 162-188. (*)
Oon, P. T., & Subramaniam, R. (2013). Factors influencing Singapore students' choice of Physics as a tertiary field of study: A Rasch analysis. International Journal of Science Education, 35(1), 86-118. (*)
Authors (2015). Journal of Science Education and Technology.
Papadouris, N., & Constantinou, C. P. (2014). An exploratory investigation of 12-year-old students' ability to appreciate certain aspects of the nature of science through a specially designed approach in the context of energy. International Journal of Science Education, 36(5), 755-782. (*)
Peppler, K., & Glosson, D. (2013). Stitching circuits: Learning about circuitry through e-textile materials. Journal of Science Education and Technology, 22(5), 751-763. (*)
Ritchie, S. M., Tobin, K., Sandhu, M., Sandhu, S., Henderson, S., & Roth, W. M. (2013). Emotional arousal of beginning physics teachers during extended experimental investigations. Journal of Research in Science Teaching, 50(2), 137-161. (*)
Rutten, N., van der Veen, J. T., & van Joolingen, W. R. (2015). Inquiry-based whole-class teaching with computer simulations in physics. International Journal Of Science Education, 37(8), 1225-1245. (*)
Sakschewski, M., Eggert, S., Schneider, S., & Bögeholz, S. (2014). Students’ socioscientific reasoning and decision-making on energy-related ıssues—development of a measurement instrument. International Journal of Science Education, 36(14), 2291-2313. (*)
Sasson, I., & Cohen, D. (2013). Assessment for effective intervention: enrichment science academic program. Journal of Science Education and Technology, 22(5), 718-728. (*)
Seraphin, K. D., Philippoff, J., Parisky, A., Degnan, K., & Warren, D. P. (2013). Teaching energy science as inquiry: Reflections on professional development as a tool to build inquiry teaching skills for middle and high school teachers. Journal of Science Education and Technology, 22(3), 235-251. (*)
Shemwell, J. T., Chase, C. C., & Schwartz, D. L. (2015). Seeking the general explanation: A test of inductive activities for learning and transfer. Journal of Research in Science Teaching, 52(1), 58-83. (*)
Sin, C. (2014). Epistemology, sociology, and learning and teaching in physics. Science Education, 98(2), 342-365. (*)
Silverman, S. (1987). Trends and analysis of research on teaching in doctoral programs. Journal of Teaching in Physical Education, 7, 61-70.
Silverman, S., & Ennis, C (1996). Enhancing learning: An introduction. In S. J. Silverman & C. D. Ennis (Ed.), Student learning in physical education: Applying research to enhance instruction (pp. 3-8). Champaign, IL: Human Kinetics.
Silverman, S. & Manson, M. (2003). Research on teaching in physical education doctoral dissertations: a detailed investigation of focus, method, and analysis. Journal of Teaching in Physical Education, 22, 280-297.
Silverman, S. & Skonie, R. (1997). Research on teaching in physical education: An analysis of published research. Journal of Teaching in Physical Education, 16, 300-311.
Soslu, O. (2013). General trends in physics education researches in Turkey. Yüzüncü Yıl University Journal of Education Faculty, 10 (1), 201-226.
Taasoobshirazi, G., & Farley, J. (2013). Construct validation of the physics metacognition ınventory. International Journal of Science Education, 35(3), 447-459. (*)
Taylor, D. L., & Booth, S. (2015). Secondary physical science teachers' conceptions of science teaching in a context of change. International Journal of Science Education, 37 (8), 1299-1320. (*)
Thomas, G. P. (2013). Changing the metacognitive orientation of a classroom environment to stimulate metacognitive reflection regarding the nature of physics learning. International Journal of Science Education, 35(7), 1183-1207. (*)
Thomaz, M. F., & Gilbert, J. K. (1989). A model for constructivist initial physics teacher education. International Journal of Science Education, 11(1), 35-47.
Tiberghien, A., Cross, D., & Sensevy, G. (2014). The evolution of classroom physics knowledge in relation to certainty and uncertainty. Journal of Research in Science Teaching, 51(7), 930-961. (*)
Tsai, C. C., & Lydia Wen, M. (2005). Research and trends in science education from 1998 to 2002: A content analysis of publication in selected journals. International journal of science education, 27(1), 3-14.
Tsurusaki, B. K., Calabrese Barton, A., Tan, E., Koch, P., & Contento, I. (2013). Using transformative boundary objects to create critical engagement in science: A case study. Science Education, 97(1), 1-31. (*)
Uzunboylu, H. & Asiksoy, G. (2014). Research in physics education: A study of content analysis. Procedia - Social and Behavioral Sciences, 136, 425 – 437.
Velentzas, A., & Halkia, K. (2013). The use of thought experiments in teaching physics to upper secondary-level students: Two examples from the theory of relativity. International Journal of Science Education, 35(18), 3026-3049. (*)
Vieira, R. D., & Kelly, G. J. (2014). Multi-level discourse analysis in a physics teaching methods course from the psychological perspective of activity theory. International Journal of Science Education, 36(16), 2694-2718. (*) Vieira, R. D., Bernardo, J. R. D. R., Evagorou, M., & Melo, V. F. D. (2015). Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning. International Journal of Science Education, (ahead-of-print), 1-27. (**)
Viennot, L., & de Hosson, C. (2015). From a subtractive to multiplicative approach: A concept-driven interactive pathway on the selective absorption of light. International Journal of Science Education, 37(1), 1-30. (**)
Wambugu, P. W., & Changeiywo, J. M. (2008). Effects of mastery learning approach on secondary school students’ physics achievement. Eurasia Journal of mathematics, Science & technology education, 4(3), 293-302. West, E., & Wallin, A. (2013). Students' learning of a generalized theory of sound transmission from a teaching–learning sequence about sound, hearing and health. International Journal of Science Education, 35(6), 980-1011. (*)
Wong, C. L., Chu, H. E., & Yap, K. C. (2014). Developing a framework for analyzing definitions: A study of the Feynman Lectures. International Journal of Science Education, 36(15), 2481-2513. (**)
Yildiz, A., & Buyukkasap, E. (2006). Misconceptions of the students in the department of physics about force and motion subjects and the conjecture of the teaching staff on this matter. Hacettepe University Journal of Education, 30(30), 268-277.
Yerushalmi, E., Puterkovsky, M., & Bagno, E. (2013). Knowledge integration while interacting with an online troubleshooting activity. Journal of Science Education and Technology, 22(4), 463-474. (*)
Downloads
Issue
Section
Published
Versions
- 15.09.2017 (3)
- 11.06.2024 (2)
- 15.09.2017 (1)
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.