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Educators are working hard to adapt to new learning strategies to mitigate the epidemic's impact. Educators learn and adapt together as part of online teaching and learning. For the learning process to continue, teachers need to be more creative in online learning in the face of the pandemic. Learning at home through online learning may continue to satisfy students' learning goals to help them develop their abilities and interests as they advance through their educational levels. Using methodologies from the field of meta-analysis, the authors of this paper investigate and explain the implementation of various forms of online education throughout the pandemic, such as blended learning and e-learning. The aim is to see how online, blended, and e-learning affect learning outcomes. Based on research from many educational institutions, this study is limited to 2020 and 2021 in Indonesia during the pandemic. According to the value of effects of size 1.33, the utilization of online learning during times of pandemic substantially impacts the attainment of learning outcomes. Based on the ten papers evaluated, all studies showed a positive side effect, showing that online learning had a significant impact on motivation to learn during the pandemic. [ABSTRACT FROM AUTHOR]

By studying the patterns of a group of individuals' responses to a series of multiple-choice questions, researchers can utilize Model Analysis Theory to create a probability distribution of mental models for a student population. The eigenanalysis of this distribution yields information about what mental models the students possess, as well as how consistently they utilize said mental models. Although the theory considers the probabilistic distribution to be fundamental, there exists opportunities for random errors to occur. In this paper we will discuss a numerical approach for mathematically accounting for these random errors. As an example of this methodology, analysis of data obtained from the Lunar Phases Concept Inventory will be presented. Limitations and applicability of this numerical approach will be discussed. [ABSTRACT FROM AUTHOR]

Student gestures are part of how students articulate their ideas, and can be of use to us in diagnosing student thinking and forming effective pedagogical responses. This paper presents examples of gestures that occur in a conversation between students and a TA about a mechanics homework problem, and analyzes one gesture that was particularly significant to the conversation. [ABSTRACT FROM AUTHOR]

This paper presents a method to evaluate students' representational coherence, i.e. their ability to use multiple representations and move between them in the case of Newton's first and second laws. Results of five high school students are discussed. [ABSTRACT FROM AUTHOR]

This paper describes results of an ongoing investigation into the understanding of sound, mainly among preservice K-12 teachers. Recent work has focused on identifying difficulties in understanding sound propagation and resonance phenomena. We have found that within this population the concept of propagation, especially from one solid object to another, is not well understood. [ABSTRACT FROM AUTHOR]

When presented with a question, students activate a set of knowledge, or schema, that they use to respond to the question. For many instructors, one of the goals of the introductory physics course is to help students build robust schemas of formal knowledge that are activated for a given task. In this paper, we present evidence that suggests that even when schemas of formal knowledge are formed, students often struggle to activate this knowledge. We focus on the analysis of interviews with two introductory physics students concerning the topic of dynamics. We also demonstrate that the act of explaining, during the interview, has a profound impact on the students' responses. [ABSTRACT FROM AUTHOR]

In this paper we describe phenomenography and demonstrate its use in two separate studies; an investigation of students' understandings of gravity and a comparison of two groups of students awareness of the utility of physics. [ABSTRACT FROM AUTHOR]

The photoelectric effect is part of a group of phenomena that provide the experimental basis for the photon model of light. Most students pursuing a degree in physics or a related field first study the photoelectric effect and the photon model of light in a ‘modern physics’ course following directly after the introductory physics sequence. It has been documented that many students have trouble understanding the photoelectric effect itself, and its connection to the photon model of light. In an attempt to better understand student preconceptions and misconceptions of this topic, we conducted a study of students in a modern physics class at California State University, San Marcos. In this paper we will provide preliminary results of our research with specific emphasis on the knowledge base required to understand the photoelectric effect. [ABSTRACT FROM AUTHOR]

This paper presents a preliminary investigation into how introductory physics students justify their knowledge in an investigative science learning environment (ISLE). ISLE attempts to help students learn physics using the same strategies that physicists use to construct their knowledge. A coding schema, from naïve to scientific knowing, is used to analyze students' justification of knowing, probed by open-ended and multiple-choice ‘convincing’ questions. Results of the study support the assertion that students' epistemological beliefs are made as ‘context-sensitive resources.’ The results further suggest that the way that students develop the resources in a particular context may affect their justification of knowledge. ISLE helps students not only understand the concepts, gain the knowledge of the experimental evidence supporting the concepts, but also may enrich their epistemological development. [ABSTRACT FROM AUTHOR]

Learning in Indonesia is sluggish, stagnant, unsatisfactory, and too teacher-centered, including Arabic, which prompted the Indonesian government to provide a solution by implementing an independent learning program. The government has provided education about the implementation of independent learning by holding a teacher teacher program. However, not many Arabic teachers have been recruited into the program. As a result, most Arabic language teachers still do not know how to organize independent learning in Arabic learning. Role models in the preparation and determination of independent learning strategies are needed, especially in learning Arabic writing skills. This study discusses how to implement independent learning, in this case using the differentiation method in learning Arabic writing skills. The method used is a case study in a public high school in Tabalong Regency, South Kalimantan Province. The results of this study give us an idea that the thing that needs to be done before determining the method is to know the diversity of individuals in the class. So that the teacher uses the method of differentiation so that learning objectives are achieved. So that the same learning objectives can be achieved by each individual in the class, what is done by the teacher is by giving assignments to produce different products but still with the same learning goal. Finally, students achieve the same learning objectives, but the resulting product is in accordance with the diversity of individuals. [ABSTRACT FROM AUTHOR]

Engagement with students during teaching and learning process is vital to ensure effective communication in virtual classes. However, students with limited internet access face problems in participating the sessions. While teachers are adapting to the new normal in education, creative approach to teaching has been introduce in class by using educational comics. A case study has been conducted on 30 respondents through trial usage of comics and questionnaire. The findings reveal the effectiveness in using educational comics as introductory material in weekly lessons. The employment of teachers-inspired characters in comics has also contributed to students' engagement during non-face-to-face classes. Additionally, teachers-inspired comics can help diversify learning tools used by lecturers as effective teaching/learning strategies. [ABSTRACT FROM AUTHOR]

The reasons for observed differences in physics performance between men and women have yet to be clearly determined. This study asks the question: if men and women have a similar background at the start of an introductory physics course, will there be differences in how much physics they learn by the end of the course? To answer the question, a matched sample of men and women was studied. Statistical analysis of the post-tests reveals no significant differences between the men and women in the matched sample. [ABSTRACT FROM AUTHOR]

We conducted post-instructional interviews with seventeen undergraduates from a general-science level astronomy class. Each interview lasted about fifteen-minutes, and students responded with a mix of verbal and graphical responses. The interview topics included roles of telescopes in astronomy, sources and properties of astronomical light, the relative importance of a telescope's magnification and light gathering ability, and light pollution. We concluded that students posses only a loose set of ideas regarding optical telescopes and visible astronomical light; however some potential common (mis)conceptualizations emerged. [ABSTRACT FROM AUTHOR]

The Lunar Phases Concept Inventory (LPCI) is a twenty-item multiple-choice inventory developed to aid instructors in assessing the mental models their students utilize when answering questions concerning phases of the moon. Based upon an in-depth qualitative investigation of students' understanding of lunar phases, the LPCI was designed to take advantage of the innovative model analysis theory to probe the different dimensions of students' mental models of lunar phases. As part of a national field test, pre-instructional LPCI data was collected for over 750 students from multiple post-secondary institutions across the United States and Canada. Application of model analysis theory to this data set allowed researchers to probe the different mental models of lunar phases students across the country utilize prior to instruction. Results of this analysis display strikingly similar results for the different institutions, suggesting a potential underlying cognitive framework. [ABSTRACT FROM AUTHOR]

We developed an iterative survey to study the process of resource selection in a specific nearly-novel situation - the design of vacuum tube diodes. Preliminary data from upper-level undergraduate physics majors suggest that the ability to identify diode function in simple circuits predicts the ability to construct diodes. [ABSTRACT FROM AUTHOR]

The purposes of this qualitative study were (a) to investigate the factors that support the generation of spontaneous analogies (SAs) by students, and (b) to investigate the factors that interfere with comprehension of the analogy target of an SA. To promote the generation of SAs, eight algebra-based physics students were asked to participate in two group problem-solving sessions and one individual explaining session. Overall, 18 spontaneous analogies were generated. Two factors appeared to support the spontaneous generation of analogies: (1) sufficient prior understanding of the analogy target, and (2) the existence of previous analogical examples from other students. Two factors appeared to interfere with the comprehension of the SA analogy target: (1) an incorrect perception of the type of analogy between target and base (attributes, relationships), and (2) an incorrect understanding of the analogy base. [ABSTRACT FROM AUTHOR]