جستجوی مقالات مرتبط با کلیدواژه "فیزیک" در نشریات گروه "علوم انسانی"

 The purpose of the present study was to investigate the ‎mediating role of the achievement goal orientation with the core self-‎evaluation and academic performance of physics. The present study was a ‎correlational study‏.‏‎ Participants were 221 students (90 girls, 131 boys) in the ‎third year of high school in Qaem Shahr in the academic year of ‎‏2017-2016‏‎. ‎Random sampling method was used. Participants completed the questionnaire ‎of the achievement goal orientation (Eliot & McGregory, 2003), and the ‎questionnaire the core self-evaluation Scale. Data were analyzed using ‎Multiple Regression and path analysis. The results showed that the mastery ‎goal orientation predicted physics’ scores significantly. The achievement goal ‎orientation had a mediating role in the structural relationship between the core ‎self-evaluation and physics performance . People ‎with poor self-evaluation were more likely to adopt the avoidance achievement ‎goal orientation, and this was associated with a decline in physics performance. ‎In designing a physics lesson, one should pay attention to the conditions in ‎which students evaluate themselves.‎

Potential formative assessment is one of the most effective ways to improve learning and teaching, and therefore it can be said that it is of great importance. Therefore, the current research has been done with the aim of providing an effective formative assessment model for high school physics curriculum.

The current research has been carried out in terms of practical purpose and using qualitative research method of content analysis type. The target group of the study was the high school physics curriculum documents. Due to the nature of the qualitative research, the purposeful sampling method was used. The studied sample of the official physics curriculum included the curriculum document, teacher's guide, and physics books for all three grades of 10th, 11th, and 12th grades in both fields of experimental sciences, mathematics, and physics. The data collection tool was also taking notes from the studied documents. Atlas TI software based on NCT method was used for data analysis.

The findings of the research showed that the model of formative assessment presented for the high school physics curriculum is as follows: reverse learning, primary formative assessment by the teacher or his assistant, teaching and solving various examples (doing experiments), secondary formative assessment by the teacher, deep formative assessment including designing and solving questions related to surrounding phenomena by students individually or in groups and exit sheets.

The results of this research can be used as a basis for measuring and evaluating physics courses in secondary schools of the country.

The existence of nature and the occurrence of causality in its elements are accepted facts in various branches of knowledge. Except for a few skeptics or idealists, no one denies it, but the independence of nature from the non-physical elements and the exclusivity of causality within its constituents have their proponents. One corresponding claim is the physical causal closure. This principle asserts that physical phenomena arise from physical causes and the non-physical element either does not exist, or if it does, it does not intervene or have an explanatory role. Therefore, there is no need to consider the role of non-physical factors in explaining physical events. Muslim philosophers also believe that physical events are caused by the specific nature of objects, and nature itself is the "direct agent." Such a view is susceptible to being assumed same as the principle of physical causal closure. Philosophical investigations show that this perspective is not the same as the principle of causal closure because philosophers reject the exclusivity of causality in physical causes by accepting non-physical causes, soul and their involvement in physical events. Therefore, the confinement of the investigation methodology of nature to sense and experience is denied. ‘Allāmah Ṭabāṭabā’ī also holds this view. Therefore, he cannot be considered in agreement with proponents of the causal closure. This matter is examined through analytical and rational methods by referring to existing texts on these perspectives.

This article categorizes and critically examines the various doubts presented by physicists who deny the existence of God through atheistic interpretations of the world’s creation. These doubts are divided into three main types: those related to the conservation of mass and energy; the possibility of a physical and mathematical sequence of efficient causes; and the role of time in the creation of matter. In addressing these doubts, the article argues that matter, due to its inherent passivity, change, substantial and accidental motion, and essential contingency, continually requires a mover and creator, even if the eternity of matter and the impossibility of creation ex nihilo are assumed. Furthermore, while the role of time in causality is acknowledged, it is confined to temporal and material entities and does not extend to the causality of supra-temporal causes.

Although the Holy Qur'an is mostly aimed at explaining the issues of guiding society towards spiritual and spiritual evolution, it does not conflict with scientific topics and definite and real findings, but it contains statements of science and scientific points that can be clearly understood. It is in harmony with the latest proven scientific laws and theories; For example, we can refer to things such as a couple of objects, the law of thermodynamics, the parallel universe, quantum tension, and space black holes. Throughout history, it has always been a reliable and clear source for Islamic scientists. Identifying the topics of physics and the best methods of teaching it by following the verses of the Qur'an helps the development of university professors and education teachers. The results of the research indicated that some of the topics of physics and its teaching method can be modeled on the Qur'an, and Islamic thinkers can discover newer issues of science by considering the illuminating verses of the Qur'an. In this research, it has been tried to first mention the topics of physics that are consistent with the Quran, and then to extract the best teaching methods based on the verses of the Quran.

The purpose of this research is to get acquaintance with physics education in Singapore. Singapore is a country that has focused a lot on education and has reached prosperity. In this research, the physics curriculum, the design of the physics textbook in detail, and the content of the physics textbook have been specially investigated. After independence in 1965, Singapore focused on He focused on the development and improvement of his educational system. To achieve this goal, he reformed his education system in four stages. After a brief explanation about the evolution of Singapore's education system, this article enters the field of physics education and examines it from various aspects. The design of the textbook that is associated with web activities and mental challenges and problem solving has also been examined. Also, one of the teaching methods used in the physics classroom, which relies on technology (interactive simulation method), has been discussed.

The aim of this study was to investigate the effectiveness of simulation-based teaching in physics on self-directed learning of secondary school students. This study was performed on 12th grade students of Isfahan Experimental Sciences with 7358 students by quasi-experimental method and with pre-test-post-test design with control group in the academic year 2018-2019 .Therefore, 54 by available sampling method in two classes of 27 people. The experimental group received physics simulators (atomic and nuclear physics subjects) from the University of Colorado Boulder Web site that matched the topics used and contained most of the basic concepts in the high school computer lab and control group with traditional teaching method (lecture) 16 sessions of 90 minutes, they received for 8 weeks. Self-centered learning was measured by self-directed learning test by Fisher et al. (2001) based on Garrison (1997) in three subscales of self-management, Self-motivation and self-monitoring Which is Cronbach's alpha coefficient of 0.84. Research data were analyzed using SPSS 25 software at two levels of descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). The results showed that the teaching method based on simulation has the ability of self-centered learning in students and there is self-management, Self-motivation and self-monitoring in all three subscales

The purpose of physics instruction is leading students to progress towards expertise in physics, to develop the ability to apply physics concepts to physical situations and reason with them, and to solve a wide range of problem types, including novel ones. Problem solving is central to physics instruction. Problem solving, however, as is traditionally used, is not as effective as it should be in achieving these goals and needs to be reconsidered. In this paper, according to results from physics education research, demonstrate that why traditional ways of using problem solving are ineffective for promoting true physics expertise and rethinking instruction and problem solving are explored. The purpose of physics instruction is leading students to progress towards expertise in physics, to develop the ability to apply physics concepts to physical situations and reason with them, and to solve a wide range of problem types, including novel ones. Problem solving is central to physics instruction. Problem solving, however, as is traditionally used, is not as effective as it should be in achieving these goals and needs to be reconsidered.

Students wishing to study engineering, mathematics and physics at Iranian universities are only graduates of high school mathematics- physics majors. Over the past two decades, there has been a significant reduction in the number of students choosing mathematics-physics major in high schools and, as a result, the number of applicants in the mathematics-physics major of the national university entrance exam has been reduced. This trend has led to a decrease in engineering applicants and a drop in their quality of academic level. Elite high school students do not show much desire to choose mathematics-physics major in high schools due to the numerous employment opportunities of graduates of experimental science major, especially medicine. This, in addition to reducing the number of applicants entering mathematics-physics major, but also has declined the quality of science of applicants entering engineering fields. The Society of Engineering Education of Iran organized a roundtable to investigate the reasons for this situation, and the material that I presented in this roundtable will be discussed in this article.

According to the role of ʿAbd al-Ghaffār Najm al-dawla in the introduction of modern sciences to Iran, we will know physics is one of the sciences that he has influenced on transition of it. ʿAbd al-Ghaffār had essays and tranlations in this field of study. Some of his works in physics are: Jarr-i Thaqῑl (translation from Poinsot), Takāfūʾ-i Quwā (statics), physics and chemistry and ʿilm-i bukhārāt. Until now we achieved two transcriptions of his works. First, the book ʾUṣūl-i ʿIlm-i Sitātῑk, which he translated into Persian on 1277 A.H. On the first page of this book he said: “the meaning of statics is ʿilmi muwāzinih-i ʾajsām”. The other book is physics that was written at request of Mukhbir al-dawla, minister of sciences and mines, on the 1293 A.H. for the use of public, not only for educated people. Najm al-dawla in this book expresses different concepts of modern physics in a simple word, and does not use numerical and parametric issues. These two books are transcripts and have not been published. Also a French printed book named Nouvelles Récréations Physiques et Mathématiques written by M.Guyot and is kept in Library, Museum and Document Center of Iran Parliament was at ʿAbd al-Ghaffārʼs disposal that may help us to have better perception. The purpose of this article is review and presentation of above books as a part of first works of modern physics in Iran and especially because of their relation to ʿAbd al-Ghaffār Najm al-dawla.

The theory of God as the product of human ignorance has been presented by many scientists including modern physicists and biologists. In this article, we address the theory from the view point of Stephen Hawking, a physicist. According to him, belief in God is the product of human ignorance. Humans believe in God as the cause of natural phenomena so long as the cause of these phenomena is not discovered by them; But when their cause is revealed, there is no room for believing in God. In the past, the world was considered as the creation of God because of people's deep ignorance, but today when the natural causes of the formation of the world have been revealed thanks to science, there is no need to assume the existence of God. In this paper which is organized in an analytical-descriptive way, first we deal with the model-dependent realism, quantum physics, M- theory, and God as a being covering gaps as the foundations of Hawking's theory and then attention is paid to issues such as the scientific explanation of the origin of the world, the superiority of the scientific explanation over other explanations, and the incompatibility of the scientific explanation with the religious explanation as the three main axes of Hawking's theory. At the end, we will assess the basic elements this theory contains with a critical approach based on Islamic philosophy and theology.

The purpose of this study was to test the multivariable model of physics problem solving in skilled and novice students physics. this study in terms of purpose is descriptive, in nature, is the fundamental study and in terms of method is the correlation research. 360 students of Urmia university department of physics were selected by Purposefully sampling method, so that the senior students were considered as skilled and freshmen students were considered as a novice group. Research questionnaires consisted of Motivation Inventory Questionnaire, metaevaluation questions, five physics problems designed to assess using unstructured diagrams strategies, Social Support Questionnaire, and eight problem to assess conceptual knowledge. The results showed that social support, motivation, metacognition, strategy, free-body diagrams and classification issues in terms of a causal model able to predict students' problem solving and explains about 26% changes of students' problem-solving. Goodness of fit indices showed that the tested model has a adequately fit with the collected data. Also fitting indicators suggest that the model is generally fitted in the elite group is superior to the novice group. The results also showed that the Fitness indices of model in skilled group were beter than novice group.

The present article deals with introducing and critically studying of the book Descartes Embodied: Reading Cartesian Philosophy through Cartesian Science by Daniel Garber. Garber, one of the most prominent researchers of modern philosophy and contemporary Descartes-scholar, wrote the book in 1980 and it was published by Cambridge University Press. This work has been released in French; yet there is no Persian translation available. It is a collection of articles written separately by author and published in credible philosophical journals. The unifying subject of the articles is the relationship between Descartes’ philosophical and scientific areas of interest.
This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content.

Place, in spite of modern physics, in Avicenna’s thought has two facets, physical and metaphysical. He has discussed on ontology of it and its essence criticizing the theories have been in or before his era. He by analyzing the essence of place has rejected the place to be regarded as a form, matter, extension and surface as well as the void. At the present paper, by analytical method, we attempt to evaluate his theory by using commentaries and the critics. He believes the place is a surface but not absolute one, it is a relative surface. On the basis of his philosophy, discussing on the existence and essence of place should be in Metaphysics not in the physics, although he has discussed in physics. Avicenna has criticized the other theories and finally approved his Idea on the Place. He has discussed on the accident of place in metaphysics trying to deny the theory of ones who believe it can be regarded as the substance. In spite of his effort to approve the existence of place and analyze the quiddity of it, he could not approve and analyze it successfully, so we cannot regard it as a category. It should be considered as a secondary intelligible.

In this article, the teaching of basic science in the contemporary period of Iran with the past century, especially the scientific flourishing of Iran, which coincided with the Middle Ages in Europe and the West, was compared and the educational strengths and weaknesses of these two periods were expressed. The first weakness in the field of science is the conservation of the scientific knowledge of old Iranian scientists. The weaknesses of contemporary educational models, which include the style of education (modularism), mere specialization, the partial view of science, and the lack of attention to physical concepts. These weaknesses have reduced the acceptance of scholars and enthusiasts from basic sciences, especially physics. The lack of mutual understanding between the purpose and the lack of exchange of information between basic science scientists and engineers has slowed the progress of industry and technology in the country. In this paper, we present these weaknesses and present proposed solutions.

Hobbes political thought is based on his twofold analysis of mankind: Human being, on one hand, as a composed material body in the network of mechanical forces follows his desires and passions. He, on the other hand, studies the concepts of right and duty in order to establish community through contract. Hobbes tries to reconcile his political system with materialistic analysis of human behavior. For this reason, in Hobbes thought, to be aware of political organization depends on recognizing human nature and to recognize human passions and moods depends on the recognition of mechanical principles and physical laws. Hobbes’s ethics and politics are compatible with his mechanical materialism as well, and they are occasionally explained on the same ground. Our leading questions in this paper are as follows: 1. what are the characteristics of human nature as one of the main elements of Hobbes psychological system? 2. How has Hobbes compiled his political philosophy on the basis of human nature characteristics? This paper mainly claims that Human nature is based on the principles of motion and mechanical principles in Hobbes view, and as a result, mankind has not been able to establish political community naturally. Mankind is civil not naturally but compulsorily and should be forced to be social, that is to say, the political society order is not natural order but artificial one which is manifested in the content of contract items. Therefore Hobbes mechanical psychology prepare the way for his civil philosophy.

The validity of physics and mathematics is from the ultimate goals and purposes and, at the same time, from presuppositions of Kant's transcendental philosophy. This fact means that Kant's philosophy in this field is subject to a vicious circle or begging a question, because Kant, when opposing Hume and Barclay's objects and explaining the certainty and objectivity of physics and mathematics, relies on the validity of these sciences. On the other hand, reliance on eighteenth-century sciences in philosophical deductions has destroyed the validity of important parts of Kant's philosophy as a result of developments in the sciences. In the present paper, by explaining the relationship between philosophy and other sciences, we have pointed out some of the damage that Kant's philosophy has suffered as a result of adherence to natural and mathematical sciences

The vision of most scientist and scholars in the first half of the twentieth century was empiricism. They gave more importance to observable experiences and phenomena, and the only valid criterion for them was observability of quantities. Although this view contributed to some advances in the twentieth century, but its drawbacks and misunderstandings caused some proponents of this school to criticize it and to become against it. In this paper, the views of some of the most prominent contemporary physicists, who themselves became one of the followers of this school, is reviewed. We have also mentioned some of the great physicists who pointed out the most important criticisms agaist this school. Furthermore, we have explained the reasons for changing the view of physicists in line with positivism, based on logical criteria and philosophical reasoning. In the end, we look at the views of some of the contemporary physicists who have opposed positivism or have gone through positivism to deny the existence of God.