Abstract During Basic Education in Mexico, we seek to develop scientific thinking. Students are also expected to understand and explain physical phenomena through interaction with the environment. The objective of this article is to share the didactic experience implementing the use of a device, called Bounce Light System, designed to teach light reflection at school level and develop scientific thinking. The analysis of the experience was developed in three phases: 1) design of the device, 2) implementation of the teaching resource, and 3) results of the implementation. The participants were students between eight and ten years old who were studying primary education.
Abstract Identifying and addressing students’ conceptual difficulties are central goals of physics education research. This study examines the understanding of fundamental concepts of classical relativity - including the Frame of Reference, the Principle of Relativity and the Principle of Equivalence - by university students. We developed the Classical Relativity Concept Inventory (CRCI), a 21-item multiple-choice test, designed to diagnose misconceptions and reasoning difficulties in these domains. The CRCI was administered to a sample of 267 first-year Physics students following formal instruction on relative motion. Comprehensive statistical analyses, including Classical Test Theory, Rasch modeling, Factor Analysis and Cluster Analysis, were conducted to evaluate the test’s psychometric properties and diagnostic effectiveness. Results indicate that the CRCI is a reliable and discriminating instrument; specifically the Factor Analysis confirmed a multi-dimensional structure while Cluster Analysis revealed four distinct conceptual components and identified four student profiles exhibiting varying degrees of mastery, clearly demonstrating a persistent struggle in conceptualisation and reasoning about relative motions and non-inertial systems. These findings provide actionable insights for improving instruction on classical relativity, emphasizing the need to explicitly address common conceptual pitfalls.
Abstract This work presents a method based on network theory—using adjacency matrices and the Louvain algorithm—to prioritize competencies in Physics curricula. Implemented in Python with NetworkX , the approach reduces analysis time and enhances the logical structuring of knowledge, offering a novel solution for curriculum improvement.
Abstract Astronomy holds a unique position among the sciences due to its ability to spark curiosity and encourage interdisciplinary learning. Despite its potential, its presence in curricula remains limited, overshadowed by traditional physics topics. In Slovakia, astronomy is only an optional subject in primary schools, with inconsistent implementation across educational institutions. Our study examines parents’ attitudes toward astronomy education, emphasizing its role in enhancing STEM engagement. By identifying key factors influencing parental support – such as their educational background, prior exposure to astronomy, and children’s interactive learning experiences – the research provides arguments and support mechanisms for teachers to integrate astronomy into their lessons.
Abstract Understanding motion with non-constant acceleration requires students to interpret and relate both graphical and algebraic representations. However, previous research has shown that students experience significant difficulties in transferring information between these semiotic registers. This study examines the difficulties encountered by 213 second-year engineering students from a Chilean university when converting between graphical and algebraic representations of rectilinear motion with non-constant acceleration. Drawing on the theoretical framework of semiotic representations and employing a phenomenographic methodology, the study analysed responses to an open-ended questionnaire validated by experts, complemented by semi-structured interviews. The results reveal difficulties in both types of conversion, although transforming from a graphical representation to an algebraic expression proved particularly challenging. Students tend to rely on isolated visual elements without considering the underlying physical relationships.
