@article {1046,
	title = {COLLABORATIVE LEARNING: USE OF THE JIGSAW TECHNIQUE IN MAPPING CONCEPTS OF PHYSICS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {92-101},
	abstract = {The aim of the present research was to compare two methodological tools with two groups of pre-university secondary education students (17-18 years old). The experimental group worked constructing concept maps using the jigsaw technique (experimental teaching approach, ETA) on the topic of radioactivity in five sessions of their physics course. The control group worked on the same subject in a traditional teaching method (lecture-based teaching approach, LTA). The research design was quasi-experimental, with 28 students of a school in Extremadura (Spain). The results of a pre-test and a post-test were compared for the two groups. The working hypotheses were: (a) students who work collaboratively in constructing concept maps using the jigsaw technique perform better in learning the topic of radioactivity; and (b) this method fosters a positive attitude of the students towards how the topic is taught. With respect to Hypothesis (a), the results appeared to show an improvement in learning in the experimental group, although without reaching statistical significance. Neither were there any statistically significant differences between the post-test results of the two groups. With respect to Hypothesis (b), most of the experimental group students found the method to be very encouraging; despite the insecurity they felt with something new that they were not used to. The experimental group{\textquoteright}s pre-test and post-test results were strongly correlated (r=0.707), so that the ETA can be regarded as fairly effective since the students learnt more meaningfully and with less effort.},
	keywords = {collaborative learning, concept map, jigsaw technique, physics education, teaching radioactivity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.92},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232395},
	author = {Luis Manuel Tobaja M{\'a}rquez and Julia Gil Llin{\'a}s and Francisco Solano Mac{\'\i}as}
}
@article {875,
	title = {INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE  LEARNING SYSTEM  XPLORER GLX},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {133-141},
	abstract = {In order to improve students{\textquoteright} competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods.  One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics education, increasing the interaction between the student and the concepts under investigation. 
This article deals with Physics experimental works by using the Xplorer GLX on different levels (confirmation, structured, guided and open inquiry) of inquiry-based learning. The research methodology is based on the provisions of the constructivist education theory underlying the structured, guided and open explorations as an effective educational technology, which promotes a positive attitude towards science, helps to apply the acquired knowledge in different situations, develops higher-level thinking skills, encourages active learning processes.
Experimental activities use an inquiry-based approach, based on a small-scale research activity through different levels of inquiry using science learning system Xplorer GLX. The aim of each experimental activity is to gain practical research skills, master research methods, learn how to work safely with the physical equipment, to collect, process and convey the results of experiment and link them to theoretical models, to make generalizations and conclusions. One physics laboratory work (Capacitor Discharge) at the level II, as structured exploration, and level III, as guided exploration, using science learning system Xplorer GLX is presented. A key focus is on learning through collaborative work, supported },
	keywords = {computer based experiment, four levels of Inquiry, Inquiry-based education, physics education, Xplorer GLX},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.133 },
	url = {http://oaji.net/articles/2014/457-1420057047.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {311,
	title = {COMPUTER BASED REAL LAB WORK AS A COGNITIVE TOOL IN PHYSICS EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {102-110},
	abstract = {This paper deals with application of Computer based real lab work (CBRLW) as a platform for helping students to acquire a functional understanding of physics. CBRLW can be described as an {\textquotedblleft}active engagement{\textquotedblright} learning environment in a practical works, where computer-assisted data acquisition and analysis tools are used together with experiment equipment and carefully developed worksheets. CBRLW are interpreted as cognitive educational tools and not only as technological ones. The specific technical equipment and software of PASCO scientific and FHYWE were applied in laboratory works of general and special physics of {\v S}iauliai University. Laboratory works of Mechanics, Thermodynamics, Electricity, Optics and Solid State Physics were created and improved by using this universal interface-measurement-system. The varieties of sensors use the same interface box and the same software format. Students are able to focus on the investigation of many different physical phenomena without spending a large amount of time learning to use complicated tools. It provided to integrate modern science tools into physics teaching labs and made it possible to prepare and carry out experiments with a minimum of preparation time and a maximum of technical comfort. An attachment of interface (Figure 1) with a suitable sensor to the computer created very powerful system for collection, analysis and display of experimental data. Two CBRLW are discussed in this paper (Investigation of linear motion using an Atwood{\textquoteright}s Machine and Investigation of Frictional Force).},
	keywords = {computer based lab work, frictional force, interface-measurement-system, physics education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707595.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {214,
	title = {STRESSING THE COHERENCE OF PHYSICS: STUDENT JOURNALISTS{\textquoteright} AND SCIENCE MEDIATORS{\textquoteright} REACTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {104-128},
	abstract = {With this investigation, we sought to assess the extent to which future journalists and science mediators are able to take a positive attitude towards stressing the coherence of physical theories in their chosen profession. To this end, we also examined a second question: how members of this same population react to an exercise designed to stress the value of coherence in physics, as a possible source of intellectual satisfaction. We sought to document the possible impact of the obstacles we had anticipated, and to characterize the students{\textquoteright} progression in relation to the goals just described. Our investigation was based on 14 interviews with third-year university students who hoped to become journalists or science mediators. We focused our interaction with them on a specific example in physics, concerning a problematic hypothesis widely used in explaining how a hot air balloon operates. We provided elucidation in the course of each student{\textquoteright}s intellectual progression during the interview. Finally, we report their value judgements {\textendash} impressively positive {\textendash} concerning the two questions outlined above. The results suggest that, despite their low level of specialization in physics, such students can develop, at least in the very particular circumstances described, a critical and positive attitude towards searching for and stressing coherence in physics. They also support the idea that, were a concern for coherence to be taken as a desirable component of a training programme, corresponding teaching-learning sequences should be prepared, designed and evaluated in great detail, to ensure optimum adaptation to each individual{\textquoteright}s progression.},
	keywords = {critical analysis, physics education, science mediators and journalists education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1505377865.pdf},
	author = {St{\'e}phanie Math{\'e} and Laurence Viennot}
}
