Abstract
The number of students who registered in physics courses for upper education is reported decrease across the world. Some studies reported that there are several reasons caused this phenomenon; students think that physics is the most difficult subject; some physics theories are invisible phenomena; and poor teaching method. This paper concerns on how information and communication technology (ICT) improves high school students' understanding in learning physics and what the educators may do to support the implementation of ICT in education. Numerous researches with variety of methodologies had been conducted to examine the influences of ICT in physics courses. This paper elaborates how ICT enhances students' understanding in physics courses by comparing the implementation between ICT and traditional instruction in classroom, combining ICT and regular teaching method, and ranking the different kinds of ICT for its implementation in teaching activities. The overall findings suggested that ICT improves conceptual understanding in physics courses. The reasons are ICT; (a) enables to bring visible phenomena of abstract phenomena in classroom; (b) is designed entertaining yet educational; and (c) changes teaching methodology becomes student-centered classroom. Furthermore, ICT shows the best performance to enrich learning processes when they properly integrated within substantial physics curriculum. Therefore, education policy makers have to consider the existence of ICTs in education and its engagement in curriculum.
Author Information
Ni Made Wiwik Astuti, Monash University, Australia
Paper Information
Conference: ACEID2016
Stream: Educational change through technologies
This paper is part of the ACEID2016 Conference Proceedings (View)
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