Abstract We present a case study of conversation between ourselves and an artificial intelligence-based chatbot ChatGPT. asked the to respond basic physics question that will be familiar most teachers: ‘ A teddy bear is thrown into air. What its acceleration in highest point?’ The chatbot’s responses, while linguistically quite advanced, were unreliable their correctness often full contradictions. then attempted engage Socratic dialogue with resolve errors contradictions, but little success....

The well-known artificial intelligence-based chatbot ChatGPT-4 has become able to process image data as input in October 2023. We investigated its performance on the test of understanding graphs kinematics inform physics education community current potential using ChatGPT process, particularly tasks that involve graphical interpretation. found ChatGPT, average, performed similarly students taking a high-school level course, but with important differences distribution correctness responses,...

Abstract The paper aims to fulfil three main functions: (1) serve as an introduction for the physics education community functioning of large language models (LLMs), (2) present a series illustrative examples demonstrating how prompt-engineering techniques can impact LLMs performance on conceptual tasks and (3) discuss potential implications understanding prompt engineering teaching learning. We first summarise existing research popular LLM-based chatbot (ChatGPT) tasks. then give basic...

Abstract In this proof-of-concept paper, we propose a specific kind of pedagogical use ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper ‘ChatGPT and frustrated Socrates’ by re-examining ChatGPT’s ability to engage in role physics student. While late 2022 its such was poor, see significant advancements chatbot’s respond leading questions asked human teacher. suggest that ChatGPT now has potential be used teacher training pre- or...

Algodoo (http://www.algodoo.com) is a digital sandbox for physics 2D simulations. It allows students and teachers to easily create simulated “scenes” explore through user-friendly visually attractive interface. In this paper, we present different ways in which can use visualize solve problems, investigate phenomena processes, engage out-of-school activities projects. Algodoo, with its approachable interface, inhabits middle ground between computer games “serious” modeling. suitable as an...

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community allows them to develop dispositions, knowledge, and practical skills share with the strong vision of what good teaching entails. However, even if requisite pursuing shared developed, professional demands teacher's time so great out of, complex during class every decision requires multiple considerations deliberations oneself, productive decisions might not materialize....

Abstract Bodily engagement with the material and sociocultural world is ubiquitous in doing learning science. However, science education researchers have often tended to emphasize disembodied nonmaterial aspects of learning, thereby overlooking crucial role body meaning-making processes. While recent years we seen a turn towards embracing embodied perspectives, there persist considerable theoretical methodological differences within research on embodiment that hamper productive discourse....

In this paper we discuss the role of transduction in teaching and learning science. We video-filmed pairs upper-secondary physics students working with a laboratory task designed to encourage (Bezemer & Kress, 2008). The were simply instructed use hand-held electronic measurement device (IOLab) find direction Earth's magnetic field mark its using arrow. A full multimodal transcription student interaction was made. our analysis identify three separate transductions meaning. particular,...

We investigate the multilingual and multimodal performance of a large language model-based artificial intelligence (AI) system, GPT-4o, on diverse set physics concept inventories spanning multiple languages subject areas. The taken from PhysPort website cover classical topics mechanics, electromagnetism, optics, thermodynamics as well relativity, quantum astronomy, mathematics, laboratory skills. Unlike previous text-only studies, we uploaded images mirroring what student would see paper,...

In this paper, we present a case study of pair students as they use nondisciplinary communicative practices to mechanistically reason about binary star dynamics. To do so, first review and bring together the theoretical perspectives social semiotics embodied cognition, therein developing new methodological approach for analyzing student interactions during learning physics (particularly those involving students' bodies). Through our approach, are able show how combine diverse range...

A social semiotic lens is used to characterise aspects of representational competence for a discipline such as physics, provide science teachers with practical suggestion about how student learning might be organised develop competence. We suggest that some areas can characterised in terms the ability appropriately interpret and produce set disciplinary-scientific representations real-world phenomena, link these scientific concepts. This because many are based on creating explanations...

[This paper is part of the Focused Collection in Artificial Intelligence Tools Physics Teaching and Education Research.] intelligence-based chatbots are increasingly influencing physics education because their ability to interpret respond textual visual inputs. This study evaluates performance two large multimodal model-based chatbots, ChatGPT-4 ChatGPT-4o, on brief electricity magnetism assessment (BEMA), a conceptual inventory rich representations such as vector fields, circuit diagrams,...

In this paper, we investigate some of the ways in which students, when given opportunity and an appropriate learning environment, spontaneously engage collaborative inquiry. We studied small groups high school students interacting around with interactive whiteboard equipped Algodoo software, as they investigated orbital motion. Using multimodal discourse analysis, found that their discussions relied heavily on nonverbal meaning-making resources, most notably hand gestures resources...

Combining an interactive whiteboard with the right software, and appropriate instructional approach, is crucial for its productive use in physics classrooms. We describe how can be used combination a physics-based sandbox software program (Algodoo) to address topic of Kepler's laws. The proposed activity engages students collaborative inquiry draws on students' experience using touch-screen technology. Students engage manipulation virtual objects investigate laws by actively participating...

Abstract We present and analyze video data of upper secondary school students’ engagement with a computer-supported collaborative learning environment that enables them to explore astronomical phenomena (Keplerian motion). The activities have an immersive exploratory character, as students engage in open-ended inquiry interact physically the virtual displayed on interactive whiteboard. interplay playful exploration through physical simulation environment, their attention physics concepts...

Abstract In this paper, we show that introductory physics students may initially conceptualise Cartesian coordinate systems as being fixed in a standard orientation. Giving consideration to the role experiences of variation play learning, also present an example how learning challenge can be effectively addressed. Using fine-grained analytical description, quickly come appreciate system movability. This was done by engaging conceptual task involved them working with movable magnetometer...

Abstract In this paper, we examine the implementation of a digital learning environment—namely, physics software, Algodoo —which is less-constrained in its design than environments typically used education. Through an analysis case study, explore teaching arrangement wherein teachers responsively guide small groups students as they use DLEs mostly self-directed manner. Our leads to practical recommendations for terms (1) how glean useful information about students’ existing knowledge through...

In this proof-of-concept paper, we propose a specific kind of pedagogical use ChatGPT - to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper "ChatGPT and frustrated Socrates" by re-examining ChatGPT's ability engage in role physics student. While late 2022 its such was poor, see significant advancements chatbot's respond leading questions asked human teacher. suggest that now has potential be used teacher training pre- or in-service hone...

This study investigates the performance of eight large multimodal model (LMM)-based chatbots on Test Understanding Graphs in Kinematics (TUG-K), a research-based concept inventory. are widely used representation STEM and medical fields, making them relevant topic for exploring LMM-based chatbots’ visual interpretation abilities. We evaluated both freely available (Gemini 1.0 Pro, Claude 3 Sonnet, Microsoft Copilot, ChatGPT-4o) subscription-based ones Ultra, Gemini 1.5 Pro API, Opus,...

This paper introduces the readers to simple inquiry-based activities (experiments with supporting questions) that one can do a computer scanner help students learn and apply concepts of relative motion in 1 2D, vibrational Doppler effect. We also show how use these think like scientists. They will conduct experiments, construct different explanations for their observations, test new experiments represent ideas multiple ways.

This paper deals with effects that appear on photographs of rotating objects when taken by a photo finish camera, rolling shutter camera or computer scanner. These are very similar to Roget's palisade illusion. A simple quantitative analysis the images is also provided. The explored using scanner in way suitable for student project activity.

The construction of physics knowledge necessity entails the combination a wide range resources, (e.g.specialized language, graphs, algebra, diagrams, equipment, gesture, etc.).In this study we documented students' use different resources when working with an "invisible" phenomenon;magnetic field.Using social semiotic framework, show how appropriate coordination not only enabled students to learn something about Earth's magnetic field, but also abstract mathematical tool; -coordinate...