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dc.contributor.authorEr, Neslihan Fatma
dc.contributor.authorDaǧ, Hasan
dc.date.accessioned2021-02-14T15:35:27Z
dc.date.available2021-02-14T15:35:27Z
dc.date.issued2010
dc.identifier.isbn978-1-4244-3429-9
dc.identifier.urihttps://hdl.handle.net/20.500.12469/3923
dc.description.abstractIt is widely accepted that it is quite difficult to engage today's students, from high schools to university, both in educational activities in class and "teaching" them physics due to their prejudices about the complexity of physics. The difficulty in capturing students' attention in class for a long time also plays a role in less effective teaching during learning activities. Research shows that students learn little from traditional lectures. According to constructivist learning theories, visual aids and hands-on activities play a major role in learning physics. In addition to laboratory work there are many computational tools for teaching physics, which help teachers and students in constructing a conceptual framework. With this in mind, this paper compares freeware and open source computational tools for teaching physics.en_US
dc.language.isoEnglishen_US
dc.publisherIEEEen_US
dc.subjectFreeware and open source computational toolsen_US
dc.subjectPhysics educationen_US
dc.subjectLearningen_US
dc.subjectSimulationsen_US
dc.titleComparison of Cost-Free Computational Tools for Teaching Physicsen_US
dc.typeProceedings Paperen_US
dc.identifier.startpage311en_US
dc.identifier.endpage314en_US
dc.relation.journal2009 Fifth International Conference on Soft Computing, Computing with Words and Perceptions in System Analysis, Decision and Controlen_US
dc.identifier.wosWOS:000287219100077en_US
dc.contributor.khasauthorEr, Neslihan Fatmaen_US
dc.contributor.khasauthorDaǧ, Hasanen_US


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