Öz
Kaynakça
- Adeyemo, S. A. (Phd). (2010). The Impact of Information and communication Technology (ICT) on the Teaching and Learning of Physics. Society of Education. India. Akintunde, Z .T. & Aina J.K. (2013). Analysis of gender performance in Physics colleges of education, Nigeria. Journal of education and practice, 4(6). doi: ISSN 2222 - 288X.[8]. Aigbomian, D.O. (1994). Student’s perception of technical words in the learning physics. Studies in education 2(1), 86 – 92 [5]. Aiyelabegan, T.A. (2003). Effect of physics on students’ academic performance in senior school certificate examination in Kwara State. Lafiagi journal of Science Education.1& 2,3,4 [9]. Akanbi, A,O. (2003). An investigation into students’ performance in senior school physics. Journal of Teachers Education Trends. 1(1), 58 – 64 [11]. Adeyemo, S.A. (2010). Teaching / learning physic in Nigerian secondary school: The curriculum transformation, issues, problems and prospects. International journal of Educational Research and Technology,1 (1), 99 – 111 [4]. Chalopatham, W., Phon-noi, W. & Ployduangrat, J. (2015). A study of Information Communication Technology (ICT) competency for students of teaching profession. 20th International Academic Conference, Madrid. Comi, S., Gui, M., Origo, F., Pagani, L. & Argentin, g. (2016). Is it the way they use it? Teachers, ICT and student achievement. Dems working paper series. Department of Economics, Management and Statistics, University of Milan – Bicocca. Hussain, A. Dr., Azeem, M. & Shakoor, A. (2011). Physics teaching method: Scientific inquiry vs traditional lecture. International Journal of Humanities and Social Science. vol. 1 (19). Ivan, G., Simon, U. (2012). The conceptual learning of physics in Slovenian Secondary Schools. International Journal for Research in Vocational Education and Training (IJRVET).vol. (45) [3] pp. 140 – 144. Jin, S., Lee, J., (2015). Identifying ICT – based core competencies for educating gifted students in science. 17th International Academic Conference, Vienna. Gyeongin National University of Education, South Korea. Jarosievitz, B. Dennis Gabor College SEK Budapest International School (Hungary). E-mail: Jarosievitz@ gdf.hu Lim, C.P. (2007). Effective integration ICT in Singapore Schools: Pedagogical and Policy Implications. Educational Technology Research and Development, 55(1), 83 – 116. Retrieved from http://www.jstor.org/stable/30221231 Olosunde, G.R,, Oladejo, M.A., Isola, O.M. & Ojebisi, A.O. (2011). Instructional material and students’ academic achievement in physics: some policy implications. European journal of Humanities and Social Sciences,2(1), doi : ISSN 2220 – 94 Roth, D. (2000). Use of Multimedia for the Presentation in Physics Students Lab. Department of Physics. University of Kaiserslautern, Kaiserslautern. 5th Work shop on Multimedia in Physics Teaching and Learning. Vienna. Schauer, F., Cernansky, P., Ozvoldova, M., Lusting, F. (2007). Integrated e – learning. New strategy of the cognition of real world in teaching physics. Retrieved from https://www.researchgate.net/publication/268257327. Trammel, B., Martians, K., (2014). Physics Curriculum for the 21st Century. Eotvos Lorand University. Budapest, Hungary. Interdisciplinary Description of Complex Systems.12 (2), 176 – 186 Vavougios, D., & Krakasidis, T.(2008). Application of ICT Technology in Physics Education: Teaching and Learning Elementary Oscillations with the Aid of Simulation Software. International Journal of Emerging Technology in Learning (iJET). Holubova, R., Kainzova, V., Riha, J., Vysin, I. (2008). Education of teachers in ICT application for teaching physics at primary and secondary schools. Problems of education in the 21th century, Vol 9. Palaky University Olomouc, Czech Republic.
Öz
This
paper contains the discussion and finding about the application of Information
and communication Technology in teaching grade X I and X I I physics as compare
to the traditional physics teaching. This experimental study was based on the
perception of Physics lecturers and teachers of grade XI and XII of public and
private sector colleges and higher secondary schools of Karachi region. The
sample of this study was the lecturers and teachers of grade XI and XII of
public and private sector colleges and higher secondary schools of Karachi the
researcher visited both the sectors to collect data in terms of questioner
filled by the lecturers and teachers. To determine the score of the questioner
the researcher used ‘Likert scale’ with the category ranked as 1,2,3,4 and 5.
Levene’s test was also used to check the quality of variance and t – test used
for the equality of means. Regression and correlation was also calculated by
using SPSS 15.
This
research proves that the ICT – based physics teaching becomes more effective
and more content base which can very helpful in teaching of grade XI and XII
public and private sector colleges and higher secondary schools’ physics
teachers. From the outcomes of ‘Levene’s test’ for value of ‘F’ and tables of
group statistics it also is proved that it can also very helpful in project
development of students. ICT – based physics teaching can also very helpful in
explaining of complex articles and phenomena’s which can be difficult to
understand by traditional based physics teaching. The researcher recommended
that the public and private sector educational institutes and their management
provide necessary requirement for the implementation of ICT – based physics
teaching in terms of skilled and experienced teachers and lecturers in their
institutions. The researcher also recommended to the Government of Sindh and
the concern authorities to play their rule in the implementation of ICT – based
physics teaching and provide basic infrastructure and facilities to the
educational instates all over the province of Sindh.
Anahtar Kelimeler
Information and communication technology Traditional Physics Teaching Likert scale Levene’s test Regression and Correlation Test SPSS 15
Kaynakça
- Adeyemo, S. A. (Phd). (2010). The Impact of Information and communication Technology (ICT) on the Teaching and Learning of Physics. Society of Education. India. Akintunde, Z .T. & Aina J.K. (2013). Analysis of gender performance in Physics colleges of education, Nigeria. Journal of education and practice, 4(6). doi: ISSN 2222 - 288X.[8]. Aigbomian, D.O. (1994). Student’s perception of technical words in the learning physics. Studies in education 2(1), 86 – 92 [5]. Aiyelabegan, T.A. (2003). Effect of physics on students’ academic performance in senior school certificate examination in Kwara State. Lafiagi journal of Science Education.1& 2,3,4 [9]. Akanbi, A,O. (2003). An investigation into students’ performance in senior school physics. Journal of Teachers Education Trends. 1(1), 58 – 64 [11]. Adeyemo, S.A. (2010). Teaching / learning physic in Nigerian secondary school: The curriculum transformation, issues, problems and prospects. International journal of Educational Research and Technology,1 (1), 99 – 111 [4]. Chalopatham, W., Phon-noi, W. & Ployduangrat, J. (2015). A study of Information Communication Technology (ICT) competency for students of teaching profession. 20th International Academic Conference, Madrid. Comi, S., Gui, M., Origo, F., Pagani, L. & Argentin, g. (2016). Is it the way they use it? Teachers, ICT and student achievement. Dems working paper series. Department of Economics, Management and Statistics, University of Milan – Bicocca. Hussain, A. Dr., Azeem, M. & Shakoor, A. (2011). Physics teaching method: Scientific inquiry vs traditional lecture. International Journal of Humanities and Social Science. vol. 1 (19). Ivan, G., Simon, U. (2012). The conceptual learning of physics in Slovenian Secondary Schools. International Journal for Research in Vocational Education and Training (IJRVET).vol. (45) [3] pp. 140 – 144. Jin, S., Lee, J., (2015). Identifying ICT – based core competencies for educating gifted students in science. 17th International Academic Conference, Vienna. Gyeongin National University of Education, South Korea. Jarosievitz, B. Dennis Gabor College SEK Budapest International School (Hungary). E-mail: Jarosievitz@ gdf.hu Lim, C.P. (2007). Effective integration ICT in Singapore Schools: Pedagogical and Policy Implications. Educational Technology Research and Development, 55(1), 83 – 116. Retrieved from http://www.jstor.org/stable/30221231 Olosunde, G.R,, Oladejo, M.A., Isola, O.M. & Ojebisi, A.O. (2011). Instructional material and students’ academic achievement in physics: some policy implications. European journal of Humanities and Social Sciences,2(1), doi : ISSN 2220 – 94 Roth, D. (2000). Use of Multimedia for the Presentation in Physics Students Lab. Department of Physics. University of Kaiserslautern, Kaiserslautern. 5th Work shop on Multimedia in Physics Teaching and Learning. Vienna. Schauer, F., Cernansky, P., Ozvoldova, M., Lusting, F. (2007). Integrated e – learning. New strategy of the cognition of real world in teaching physics. Retrieved from https://www.researchgate.net/publication/268257327. Trammel, B., Martians, K., (2014). Physics Curriculum for the 21st Century. Eotvos Lorand University. Budapest, Hungary. Interdisciplinary Description of Complex Systems.12 (2), 176 – 186 Vavougios, D., & Krakasidis, T.(2008). Application of ICT Technology in Physics Education: Teaching and Learning Elementary Oscillations with the Aid of Simulation Software. International Journal of Emerging Technology in Learning (iJET). Holubova, R., Kainzova, V., Riha, J., Vysin, I. (2008). Education of teachers in ICT application for teaching physics at primary and secondary schools. Problems of education in the 21th century, Vol 9. Palaky University Olomouc, Czech Republic.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 29 Nisan 2019 |
| Gönderilme Tarihi | 8 Şubat 2019 |
| Yayımlandığı Sayı | Yıl 2019Cilt: 5 Sayı: 13 |
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