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https://doi.org/10.3938/NPSM.69.532
Case Study on the Development of Teaching Materials for Programming-Based Physics Learning with a Focus on the Evaluation of Teaching Materials Developed by Pre-service Teachers and by using Perception Analysis of Development Experience
New Phys.: Sae Mulli 2019; 69: 532~546
Published online May 31, 2019;  https://doi.org/10.3938/NPSM.69.532
© 2019 New Physics: Sae Mulli.

Jun Haeng LEE, Youngrae JI*, Seung Chul CHAE

Department of Physics Education, Seoul National University, Seoul 08826, Korea
Correspondence to: jyr1@snu.ac.kr
Received February 20, 2019; Revised April 19, 2019; Accepted April 19, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
We investigated the educational effects of physics teaching materials development based on the Python programming in pre-service teachers education. We collected 19 programming-based physics teaching materials from 26 pre-service teachers who learned about the development of physics teaching materials by using Python and Jupyter notebook, and we interviewed 6 pre-service teachers individually. The collected teaching materials were quantitatively evaluated, and the interview results were analyzed qualitatively after the transcription. Teaching materials development based on Python programming is expected to improve the teaching expertise of pre-service teachers and to reduce difficulties in physics learning.
PACS numbers: 01.40.J-, 01.50.H-
Keywords: Physics education, Programming, Pre-service teacher, Teaching materials, Python


May 2019, 69 (5)
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