@article {1256,
	title = {STUDENTS{\textquoteright} PERCEPTIONS OF MULTIMEDIA USAGE IN TEACHING AND LEARNING QUANTUM PHYSICS: POST-ASSESSMENT},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {37-56},
	abstract = {The research on students{\textquoteright} perceptions after implementing a teaching style is recommended due to its potential to inform reformed education. The present study surveyed 319 students and revealed their perceptions of multimedia usage in teaching and learning quantum physics. Among these students, 156 were surveyed after learning quantum physics with a multimedia-aided method, while 163 were surveyed after learning with a lecture method. The piloting of the test used generated Cronbach alpha of .841 of internal consistency, and it contained quantitative Likert scale items and supporting qualitative items. The data were analyzed descriptively and inductively. Students taught by multimedia perceived quantum physics as easy, while those taught by lecture perceived it as difficult due to its abstractness and mathematics needs. Students preferred computer simulations, animations, and YouTube videos as interactive methods that fit quantum physics lessons. Students testified that a quantum physics course that uses visualization methods in some of its teachings is more interesting than a course taught without them. However, students in both classes concurred that their class was student-centered and full of demonstration. Recommendations related to teaching practices and future research foci were made.},
	keywords = {lecture method, multimedia-aided method, Quantum physics, Rwanda, student perceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.37},
	url = {https://oaji.net/articles/2023/987-1676960520.pdf},
	author = {Pascasie Nyirahabimana and Evariste Minani and Mathias Nduwingoma and Imelda Kemeza}
}
@article {286,
	title = {THE EFFECT OF PEER INTERACTIONS ON QUANTUM PHYSICS: A STUDY FROM CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {152-158 },
	abstract = {Many studies in the field of physics have demonstrated that courses which include a component of interaction among peers achieve significantly higher gains in conceptual understanding. However, few of those studies have closely examined the role play in quantum physics. Unlike classical physics, the area of quantum physics has little relation to experiences of students in everyday life. This makes quantum physics very difficult to teach. In this study, Ireson{\textquoteright}s 29 questions regarding the quantum physics conceptual understandings were developed and validated, then used in the pre- and post-test. It was found that a significant difference in the mean number of correct responses between the experiment class and the control class, through their participation in peer conversations, experiment class students achieved a stronger overall understanding of quantum physics concepts. The result is the same as the previous research in classical physics.},
	keywords = {peer interaction, physics education, Quantum physics, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.152},
	url = {http://oaji.net/articles/2015/987-1425758468.pdf},
	author = {Wei-Zhao Shi}
}
