A Scholarly Deficit on Contextualising Physics Instruction to Agriculture and Related Fields: A Systematic Literature Review | Chapter 2 | New Horizons of Science, Technology and Culture Vol. 2

Contextualization is a process of embedding knowledge in history, culture, philosophical inquiry, and personal experiences. In education, it is defined as the process of making the curriculum relevant to certain settings, situations, or real-life applications in which learning will be meaningful and useful to all students. The promotion and integration of agriculture concepts can be strengthened by teaching physics in the context of agriculture, such as in the Philippines, with a majority of farming, livestock, and fishing communities.

 

This is a study of the literature on contextualization of physics education on agriculture and related fields conducted to determine the agriculture and related fields used to contextualize physics instruction, to determine the parts of physics instruction were contextualized to agriculture and related fields, and to determine the areas of physics in which instruction is contextualized to agriculture and related fields.

 

After reviewing published research articles from ScienceDirect, PubMed, ISI Web of Science, Google Scholar publications, ResearchGate, and other online research repositories used for scholarly literature, results showed that very few studies were conducted that contextualised physics instruction using agriculture and related fields.

 

In the available literature, 5.26% used farming as context of their physics instruction, another 5.26% used fishing practices as context, 31.58% used environmental context, 15.79% used Indigenous/Cultural Practices as context, and 42.11% used other contexts such as household chores, biking, and other recreational activities. Of the different fields of physics, mechanics is the most contextualised to agriculture with 52.63% of the available studies, while no study contextualised Modern Physics to agriculture and related fields. The study emphasises that educators can use concepts and practices from agriculture to make science learning more meaningful, practical, and responsive. Contextualising science activity should be an important aspect of this scientific sense-making of concepts.  Based on the literature reviewed, physics can be contextualised in a manner that talks about the related experiences of the students while it fits the parts and instructional cycle of lesson development. There is a vast amount of science and technology embedded in agricultural processes and practices that educators can harness to enhance the relevance and effectiveness of science education.

 

The study concluded that the teaching-learning/instruction and learning activities are part of a lesson often contextualised to agriculture, and no available study has contextualised the motivation part of the lesson. Most publicly available scholarly works contextualising physics lessons to agriculture are foreign; thus, efforts in this area should be pushed forward in the Philippines.

 

Author(s) Details

Rey-Mark G. Basagre
College of Development Education, Central Bicol State University of Agriculture, Philippines.

 

Please see the book here:- https://doi.org/10.9734/bpi/nhstc/v2/5642

Concept Mapping as a Pedagogical Tool in Differentiated Teaching Practice for Students with Learning Disabilities in Greek High Schools | Chapter 3 | An Overview of Literature, Language and Education Research Vol. 9

The present study highlights about concept mapping as a Pedagogical tool in Differentiated Teaching Practice for Students with Learning Disabilities in Greek High Schools. Mechanics is a basic element of Physics and the main subject of the relevant course in the second grade of Greek high school. The main educational implications in the field of mechanics refer to the instruction of essential concepts such as force, pressure and energy. However, there is a research gap regarding the teaching of mechanics and the methods used to aid students with learning disabilities, especially in Greece. Teachers must often cater the diverse needs of the inclusive student population while simultaneously trying to meet the requirements of the mandated curriculum, with predefined educational goals, not given initiative to modify the content or teaching method accordingly to their students’ profile and needs. In this paper, a case study of teaching mechanics were presented to students with learning disabilities in the second grade of a general Greek high school. The purpose of this study is to examine the implementation and the efficacy of teaching mechanics to students with learning disabilities of the second grade of a Greek high school, using conceptual mapping. Generally, concept mapping can contribute to an effective learning in the field of science, lead to a deeper understanding of complex concepts and eradicate misconceptions, in a way that benefits especially students with learning disabilities. Concept mapping is one of the important approach for emphasizing the relation between concepts of physics, for example the relation of the concept of velocity to the concept of distance and time. The structured and hierarchical way to represent concepts, the emergence of relations between concepts and the variety in the presentation of information using a variety of colors, images, shapes, sketches and graphics, could help students with learning disabilities use the conceptual map as a tool for revision, learn the scientific terminology, consolidate the new information on their long-term memory and activate their involvement in the teaching process. As for the conduction of our research, an experimental teaching procedure took place, throughout an entire school year, in a physics resource room for students with learning disabilities of the second grade of a general high school, using conceptual mapping, during a sequence of successive instructions for the concept of energy. The questions asked by the student with learning disabilities during the instructions were recorded and analyzed to define his interest in mechanics with the use of conceptual mapping. In the same resource room and during the instruction, a control teaching procedure without the use of conceptual maps was realized for the concept of pressure to compare the two teaching procedures. In both phases, experimental and control teaching procedure, tests were administered before and after each instruction to identify learning barriers and investigate the prior to the instruction knowledge and the learning outcomes after it. Finally, we discuss the implications of our findings to teaching practices and future research in the field of teaching physics for students with learning disabilities.

 

Author (s) Details

Anastasia Ferentinou
Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens, Greece.

 

Vassia Karra
National and Kapodistian University of Athens, Greece.

 

Panagiotis F. Papalexopoulos
Secondary Special Education, Athens, Greece and Department of Education, University of Nicosia, Cyprus.

 

Denis Vavougios
Department of Physics, School of Sciences, University of Thessaly, Lamia, Greece.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v9/3717

Motion Matters: Unifying Principles of Material Media Dynamics | Chapter 1 | Current Perspective to Physical Science Research Vol. 3

 This book affiliate explores the fundamental law of motion within the context of material publishing dynamics. It presents a novel postulate and a unified foundation, yielding a fundamental equating of motion applicable to different material media. This framework demonstrates intuitive relations between essential quantities like phase, operation, potential, force, and flux. Building upon this establishment, the chapter extends these law into a 4- or more-dimensional four-dimensional space, relating force, potential, and position in some reference frame. It further simplifies these ideas to derive accepted equations for specific forms of matter motion, containing analogues of classical equatings and conservation regulations. By transitioning to classical equations in a established reference frame, the member demonstrates the cohesiveness between new and settled formulations, bridging the breach between old and new example. It concludes by emphasize the generality of the original basic postulate, suggesting its potential as a mainstay for a unified field theory. While the changing wavelength case is not comprehensively carpeted, the chapter accepts ongoing research and outlines future cases in this domain, suggesting further observations into the proposed approach. In summary, the phase offers a pioneering exploration of matter motion standard, presenting a united framework that may change our understanding of matter dynamics.Arthur Schopenhauer, 'The World As Will And Idea' (1909), concisely encapsulates the concentrate of existence: time means the flow of succession, room embodies positional relationships, and matter finds allure essence in the field of causation.Expanding upon this base, we can further assert that time is a series of events, while room is a set of static things. And stage is a collection of two together, thereby giving a comprehensive abstraction that contains both occasion and space.Rephrasing the idea alongside with Fred Alan Wolf's idea: "The quantum can be compared to that small rope of thread perpetually dangling from the fabric of time in relativity theory. When tugged, it introduces the unravelling of the entire ensemble.", if we ask this perspective to the domain of phase, the quantity becomes that analogous fiber suspended from the blend of phase, where a absolute pull sets outward the unravelling of the entirety.

Author(s) Details:

O. A. Chevtchenko,
HTS-Powercables.nl BV, Apeldoorn, The Netherlands.

Please see the link here: https://stm.bookpi.org/CPPSR-V3/article/view/12581

A Classical Explanation for the Delayed Quantum Eraser Experiment| Chapter 11 | New Trends in Physical Science Research Vol. 2

From the perspective of Classical Physics, this paper analyses Kim et al's well-known delayed choice Quantum Eraser experiment from 2000. I've sketched out the experiment's setup. I show that the experiment's results can be explained using Classical Physics, and that they don't need "spooky activity at a distance" due to entangled particles, as Einstein famously phrased it, or events influencing the past due to the experiment's delayed choice feature.

Author(s) Details:

Declan Traill,
8 Leewarra Drive, Glen Waverley, Victoria 3150, Melbourne, Australia.

Please see the link here: https://stm.bookpi.org/NTPSR-V2/article/view/6623

Classical Model of Light Transmission in Optical Media: A Descriptive Study| Chapter 10 | New Trends in Physical Science Research Vol. 2

The goal of this work is to use well-known Classical Physics to thoroughly explain the specific mechanism underlying the observed Fresnel Dragging of light in an experiment like the Fizeau experiment of 1851. The original mathematical approach used to analyse the Fizeau experiment, which discovered the relative speed of light in a moving medium in 1851, assumes that light travels through water in a smooth continuous flow at a slower rate than light travels through a vacuum (relative to the water). As a result, it is believed that the velocity vectors of the water and light may be easily summed. Light, on the other hand, is transmitted through optical media such as water through a continuous process of charge excitation (semi-absorption) and re-emission by the water molecules; despite this, it travels at the speed of light between them (in a vacuum). As a result, the mathematics behind Fresnel dragging must be rewritten such that it can be explained using classical physics, allowing the entire process to be fully understood.

Author(s) Details:

Declan Traill,
8 Leewarra Drive, Glen Waverley, Victoria 3150, Melbourne, Australia.

Please see the link here: https://stm.bookpi.org/NTPSR-V2/article/view/6622

Study about Relativistic Longitudinal and Transverse Mass Increase| Chapter 9 | New Trends in Physical Science Research Vol. 2

The goal of the study is to show that once the wave structure of the particles that make up the item is taken into account, the increased inertia of things travelling at Relativistic speeds can be properly explained using Classical Physics alone. I describe how Classical Physics ideas may be used to explain the Special Relativistic effect of mass gain that occurs within objects when they move at high speeds in this paper. My analysis takes into account the wave nature of condensed matter as well as energy/mass equivalency. A particle structure made up of three-dimensional standing waves represents the wave nature of particles. When this is done, the mass increase is entirely accounted for by the difference in the energy total of the component waves that make up a particle travelling at a rapid speed against those that make up a stationary particle. Furthermore, the object's inertia, or effective mass, is greater in the longitudinal direction than in the transverse direction due to the additional momentum of the wave components in the motion direction (the longitudinal direction) (orthogonal to the direction of motion). We may comprehend and see how and why a moving particle has distinct inertial mass in the longitudinal and transverse directions by modelling particles as three-dimensional Electromagnetic standing waves (using just Classical Physics).

Author(s) Details:

Declan Traill,
8 Leewarra Drive, Glen Waverley, Victoria 3150, Melbourne, Australia.

Please see the link here: https://stm.bookpi.org/NTPSR-V2/article/view/6621

Study on Principle Extremum of Full Action| Chapter 7| Newest Updates in Physical Science Research Vol. 12

 A new variational principle extremum of full action is added to the Lagrange formalism on dissipative systems. When friction forces are taken into consideration, this idea can be used to electrical engineering and mechanics. It also mentions electrodynamics and hydrodynamics as applications. The proposed variational principle can be conceived of as a novel formalism for constructing and solving physical equations. The method involves building a functional with a single saddle line, and the equation that defines it is a dynamic equation.variables in a particular physics domain The solution method is a search for a global saddle line for stated conditions of a physical problem. See [1,2,3] for previous work on this subject.

Author (S) Details

Dr. Solomon I. Khmelnik
Independent Researcher, Israel.

View Book :-https://stm.bookpi.org/NUPSR-V12/article/view/2636

Speculation on the Number 137 in the Inverse FineStructure Constant | Chapter 10 | New Insights into Physical Science Vol. 2

The inverse fine-structure constant 1/α = 137.035 satisfies 1/α = 112+ 42 + 0.035 = 137.035, with 11 being the 11 dimensions of M-theory, 4 the number of dimensions of Einstein’s space-time, and 0.035 the 3.5 per cent visible Universe. The cosmological information is encrypted along the length of 1/α as a triplet code, with 999 triplets acting as stop codons. 

Author(s) Details

Mels Sluyser
Anti-Cancer Drugs Editorial Office, Driftweg 235, 1272 AD Huizen, The Netherlands

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/210