Journal of Advances in Physics Education

Exploring Scientific Concepts Through the Launch of Experimental Rockets in Physics Education

Luiz Sampaio — 2026-09-28

Introduction: Traditional physics instruction frequently relies on lectures, which can disconnect abstract concepts such as Newton's laws, pressure, and reaction forces from observable phenomena, particularly in resource-constrained schools. This study investigates the use of hands-on water rockets constructed from recycled PET bottles as a cost-effective, active STEM learning intervention. Methods: We implemented a four-year (2022–2025) longitudinal, mixed-methods, design-based research approach. We analyzed 108 launches, comparing propulsion methods using compressed air/water and sodium bicarbonate/vinegar. In 2025, a three-session workshop involved 24 students aged 10–14 at a public school in Recife, Brazil. Data sources included flight performance metrics, pre- and post-intervention concept tests (0–3 rubric; Cohen's kappa = .85), and observational/video records (inter-observer agreement = .82). Results: The sodium bicarbonate/vinegar propulsion produced a significantly greater mean flight distance than compressed air/water (112.3 m vs. 68.4 m; t = 6.31, p < .001, d = 1.15), with a maximum distance of 310 m but higher variability. The presence of symmetric fins was strongly associated with stable flight trajectories (87.5% vs. 31.3%; χ² = 14.27, p < .001, V = .42). Concept test scores increased from 5.21 to 9.83 (d = 2.34), and student engagement rose from 33.3% to 91.7% (φ = .62). Discussion: The water rocketry intervention enabled students to directly observe and investigate Newton's laws, pressure–thrust relationships, aerodynamic stability, and chemical propulsion, fostering a shift toward hypothesis-driven inquiry. Nevertheless, the limited sample size, lack of randomization, and absence of a control group indicate the need for further research.

Field Visits as a Pedagogical Strategy for Understanding Physics Concepts among University Students in Burundi

Donatien NGENDABANYIKWA — 2026-09-27

Background: Field visits provide opportunities for students to connect theoretical knowledge with real-world applications and may strengthen experiential learning in science education. Objectives: This study examined the relationship between field visits and students’ understanding of physics concepts among physical sciences students at Ecole Normale Supérieure in Burundi. Method: A cross-sectional study was conducted with 54 students using a structured questionnaire administered through KoboCollect. The instrument assessed five dimensions of field visits: pedagogical supervision, diversity of visited sites, student participation, quality of explanations, and preparation of visit reports. Composite scores were calculated for each dimension and for conceptual understanding. Data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression using STATA software. Results: All five dimensions showed positive and statistically significant correlations with students’ understanding of physics concepts : pedagogical supervision (r = 0.5796, p < 0.001), diversity of sites (r = 0.5649, p < 0.001), participation (r = 0.6163, p < 0.001), quality of explanations (r = 0.6602, p < 0.001), and visit reports (r = 0.6366, p < 0.001). The multiple regression model was statistically significant, F(5,48) = 12.92, p < 0.001, and explained 57.4% of the variance in conceptual understanding (R² = 0.5738). Qualitative findings indicated that students particularly valued the discovery of professional applications of physics (51.9%) and connections between theory and practice (37.0%). Conclusion: Overall, the findings suggest that well-structured field visits can support physics learning when combined with active participation, effective pedagogical supervision, clear explanations, and post-visit reflection. The findings also highlight the importance of integrating field experiences with classroom learning to strengthen connections between theoretical knowledge and its practical applications.

Experimental Physics Teaching in Burundian Grade 9 Classrooms: Challenges and Strategies

Agnes NAKIMANA — 2026-09-28

Background: Experimental physics teaching enables learners to connect theoretical concepts with practical experiences. In Burundi, however, its implementation in Grade 9 classrooms is constrained by limited access to instructional and experimental materials and varying levels of teachers’ subject-specific preparation. Objective: This study examines the challenges faced by Grade 9 physics teachers in implementing experimental physics teaching and the strategies they use to address these challenges. Methods: An exploratory qualitative approach was employed. Data were collected through interviews with 66 Grade 9 physics teachers from public, private, and under-agreement schools in Bujumbura. The study examined teachers’ academic backgrounds, access to instructional materials, practical activities, teaching practices, and challenges encountered during physics instruction. Results: The findings show substantial constraints on experimental physics teaching, with challenges and strategies varying across school types. Notably, 40.8% of teachers had no initial academic background in physics, having trained in mathematics, chemistry, or biology. All teachers from public and private schools reported lacking required instructional materials. Consequently, 100% used diagrams or drawings as alternative resources. Moreover, 74% of private-school teachers reported skipping sections involving practical activities, whereas 19.2% of public-school teachers produced materials themselves or borrowed them from other schools. Language was an additional challenge, with 80% reporting learners’ difficulties with French, the language of instruction. Conclusion: Strengthening subject-specific teacher training, improving access to affordable experimental materials, and providing institutional support for practical activities are essential to enhance experimental physics teaching in Burundi.

Metacognition and Attitude as Predictors of Conceptual Understanding in Physics: A Complementary Approach

Asay Gidena — 2026-10-26

Background: Complementary approach provides an opportunity for students to connect pre-class, in-class, and post-class activities. Objectives: This study examined the correlations and predictive effects of metacognition and attitude on learners' conceptual understanding in physics using a complementary approach. Method: A quasi-experimental, pretest-posttest, non-equivalent control group design was used. A sample of 173 natural science students from two Ethiopian secondary schools was randomly assigned to experimental (CAIM instruction) and control (traditional teaching) groups. Data were collected using FCCUT, MCQ, and LAS instruments and analyzed via Pearson correlations and hierarchical multiple regression at p = 0.05. Results: The two variables showed positive and statistically significant correlations with students' conceptual understanding of physics: metacognition (r = 0.30) and attitude (r = 0.31), p < 0.01. Further, both metacognition (R² = 0.15, f² = 0.08) and attitude (R² = 0.16, f² = 0.10), ΔR² = 0.08, p < 0.001, predicted 8% of the varience in conceptual understanding when CAIM was employed. Conclusion: We recommend that physics teachers could apply the CAIM when teaching physics, as it allows students to develop a positive correlation between the predictor variables and conceptual understanding, though their correlations are moderate.

AI and Emerging Digital Technologies in Early Childhood Physics Education: A Systematic Review

Anugrah Dwicahyandi Oktavian Anugrah — 2026-10-13

Background: Young children explore motion, force, light, sound, and material properties through play. Digital technologies may extend these experiences, but evidence on preschool physics learning is dispersed across research. Objective: This systematic literature review synthesizes technologies for physics-related learning among children aged 3–6, concepts and pedagogies, reported outcomes, study designs, and developmental, ethical, accessibility, and implementation considerations. Method: Guided by PRISMA 2020, searches covered Scopus, Web of Science, ERIC, Education Source, and IEEE Xplore, plus backward and forward citation searching. Eligible sources addressed preschool children and AI or emerging technologies in physics or related physical science. Findings were synthesized narratively and thematically, distinguishing direct physics evidence from adjacent research. Results: Twenty-five studies were identified. Technologies included robotics and AI activities, augmented and virtual reality, interactive multimedia, digital games, simulations, and mobile learning. Early-childhood AI research often addresses AI literacy, robotics, and computational thinking; physics-specific outcomes are less consistently reported. Technologies appear promising when paired with prediction, hands-on testing, teacher-guided discussion, and age-appropriate assessment. Conclusion: Emerging technologies can complement physical exploration and educator mediation. Claims about physics learning require measures of physical-science understanding, not engagement or adjacent outcomes. Transparent study-level reporting and quantitative synthesis are needed to strengthen the evidence base.

Perceived Usefulness of ChatGPT for Learning Physics Components of Basic Science among Junior Secondary Students

Ifeoluwa Sarah Adunola — 2026-10-02

Background. The increasing use of generative AI in education has created new opportunities for students to obtain academic support beyond conventional classroom interaction. ChatGPT, in particular, can provide explanations, examples and assistance with academic tasks. However, limited evidence exists on how junior secondary school students perceive its usefulness for learning the Physics components of Basic Science, particularly within the Nigerian context. Objective. This study therefore examined students’ perceptions of ChatGPT as a learning support tool, with specific attention to its perceived usefulness for assignment and examination preparation and for learning Physics. Method. The study adopted a quantitative approach using a descriptive survey research design. The participants comprised 171 students from a purposively selected secondary school in Ibadan, Nigeria. Data were collected using a self-developed Students’ Perceptions of ChatGPT as a Learning Support Tool Questionnaire (SPC-LSTQ). A pilot study was conducted and analysed using Cronbach’s alpha, yielding reliability coefficients of 0.82 for Part One and 0.84 for Part Two. The data were analysed using frequency counts, percentages, means and standard deviations in SPSS. A criterion mean of 2.50 was used to interpret the four-point Likert-scale responses. Results. The findings revealed an overall positive perception of ChatGPT for assignment and examination preparation (weighted mean = 2.95). Students also reported a positive perception of ChatGPT for learning Physics (weighted mean = 3.01). Conclusion. The findings indicate that the participating junior secondary school students perceived ChatGPT as a useful learning support tool for both academic tasks and learning Physics components of Basic Science. However, these positive perceptions represent students’ reported views and should not be interpreted as evidence of improved learning achievement or the accuracy of ChatGPT-generated responses.