IMPLEMENTATION OF ARDUINO-ASSISTED 5E LEARNING MODEL IN PHYSICS ONLINE LEARNING
Abstract
Save to Mendeley
Keywords
Full Text:
PDFReferences
A??ksoy, G., & Ozdamli, F. (2017). The Flipped Classroom Approach Based on the 5E Learning Cycle Model 5ELFA. In Croatian Journal of Education (Vol. 19, Issue 4, pp. 11311166). https://doi.org/10.15516/cje.v19i4.2564
Aththibby, A. R., Kuswanto, H., & Mundilarto. (2021). Experiments in Physics Learning in the COVID-19 Era : Systematic Literature Review. Advances in Social Science, Education, and Humanities Research, 528, 458464. https://doi.org/10.2991/assehr.k.210305.067
Cheng, P. H., Yang, Y. T. C., Chang, S. H. G., & Kuo, F. R. R. (2016). 5E Mobile Inquiry Learning Approach for Enhancing Learning Motivation and Scientific Inquiry Ability of University Students. IEEE Transactions on Education, 59(2), 147153. https://doi.org/10.1109/TE.2015.2467352
Cigdemoglu, C. (2015). Context-Based Lessons with 5E Model to Promote Conceptual Understanding of Chemical Reactions and Energy Concepts. Journal of Baltic Science Education, 14(4), 435447.
Coramik, M., & rek, H. (2021). Calculation of kinetic friction coefficient with Phyphox, Tracker and Algodoo. Physics Education, 56(6), 065019.
Dark, M. L. (2021). Teaching an introductory optics lab course online. Physics Education, 56(5), 055015. https://doi.org/10.1088/1361-6552/ac080c
Dhawan, S. (2020). Online Learning : A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 522. https://doi.org/10.1177/0047239520934018
Forrest, R., Pattison, D., Hawkins, J., Martens, M., Jacobs, L. T., & Chen, S. (2021). A Cost-Effective Model to Address Student Readiness Through the Lens of a College Physics Course. International Journal of Innovative Teaching and Learning in Higher Education, 2(1), 117. https://doi.org/10.4018/ijitlhe.289945
Fox, M. F. J., Hoehn, J. R., Werth, A., & Lewandowski, H. J. (2021). Lab instruction during the COVID-19 pandemic: Effects on student views about experimental physics in comparison with previous years. Physical Review Physics Education Research, 17(1), 10148. https://doi.org/10.1103/PhysRevPhysEducRes.17.010148
Guven, G., Kozcu Cakir, N., Sulun, Y., Cetin, G., & Guven, E. (2022). Arduino-assisted robotics coding applications integrated into the 5E learning model in science teaching. Journal of Research on Technology in Education, 54(1), 108126. https://doi.org/10.1080/15391523.2020.1812136
Hatice, G. (2016). The Effect of Brightness of Lamps Teaching Based on the 5E Model on Students Academic Achievement and Attitudes. Educational Research and Reviews, 11(17), 16701678. https://doi.org/10.5897/err2016.2915
Kubnov, ., & lgr, J. (2015). Physics demonstrations with the Arduino board. Physics Education, 50(4), 472474. https://doi.org/10.1088/0031-9120/50/4/472
Lenkaitis, C. A. (2020). Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy. Computer Assisted Language Learning, 33(56), 483509. https://doi.org/10.1080/09588221.2019.1572018
Marzoli, I., Rizza, N., Saltarelli, A., & Sampaolesi, E. (2021). Arduino: From Physics to Robotics. In Makers at School, Educational Robotics and Innovative Learning Environments (pp. 309314). Springer. https://link.springer.com/book/10.1007/978-3-030-77040-2#editorsandaffiliations
Musasia, A. M., Abacha, O. A., & Biyoyo, M. E. (2012). Effect of Practical Work in Physics on Girls Performance, Attitude Change and Skills Acquisition in the Form Two-Form Three Secondary Schools. International Journal of Humanities and Social Science, 2(23), 151166.
Ong, E. T., Govindasamy, D., Singh, C. K. S., Ibrahim, M. N., Wahab, N. A., Borhan, M. T., & Tho, S. W. (2021). The 5E inquiry learning model: Its effect on the learning of electricity among malaysian students. Cakrawala Pendidikan, 40(1), 170182. https://doi.org/10.21831/cp.v40i1.33415
Organtini, G. (2018). Arduino as a tool for physics experiments. Journal of Physics: Conference Series, 1076(1). https://doi.org/10.1088/1742-6596/1076/1/012026
Pols, F. (2020). A Physics Lab Course in Times of COVID-19. Electronic Journal for Reserach in Science and Mathematics Education, 24(2), 172178. https://ejrsme.icrsme.com/article/view/20276
Pratama, H., Nor, M., Azman, A., Kassymova, G. K., & Shakizat, S. (2020). The Trend in Using Online Meeting Applications for Learning During the Period of Pandemic COVID-19 : A Literature Review. Journal of Innovation in Educational and Cultural Research, 1(2), 5868. https://doi.org/10.46843/jiecr.v1i2.15
Pratidhina, E., Rosana, D., Kuswanto, H., & Dwandaru, W. S. B. (2021). Using Arduino and online programing language for physics practical work. Physics Education, 56, 055028.
Pratidhina, E., Wandaru, W. S. B., & Kuswanto, H. (2020). Exploring Fraunhofer diffraction through Tracker and spreadsheet : An alternative lab activity for distance learning. Revista Mexicana de Fisica Esica E, 17(December), 285290. https://doi.org/10.31349/RevMexFisE.17.285
Ruiz-Martn, H., & Bybee, R. W. (2022). The cognitive principles of learning underlying the 5E Model of Instruction. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00337-z
?ahin, ., Durukan, . G., & Ar?kurt, E. (2017). Effect of 5E Teaching Model On Primary School Pre-Service Teachers Learning on Some Astronomy Concepts. Journal of Baltic Science Education, 16(2), 148162.
Shurygin, V. Y., & Sabirova, F. M. (2017). Particularities of blended learning implementation in teaching physics by means of LMS Moodle. Revista Espacios, 38(40), 39. https://www.revistaespacios.com/a17v38n40/17384039.html
Tiandho, Y. (2021). Practicum implementation for kinematics using tracker: Solutions for practicum implementation during the COVID-19 pandemic. Journal of Physics: Conference Series, 1816(1), 012104. https://doi.org/10.1088/1742-6596/1816/1/012104
DOI: https://doi.org/10.33508/mgs.v52i1.5278