arXiv subjects

Mutmainna

Publications and source records attributed to Mutmainna.

2 recordsLinked to original sources

arXiv2026

Trends, Impact, and Thematic Evolution of Physics Education: A Bibliometric and Topic Modelling Analysis of Six Decades of Publications

Physics Education has played a prominent role in advancing physics education research since its establishment in 1966. However, a comprehensive investigation of its publication trends, impact, and thematic evolution over six decades remains limited. This study examines the journal development through a bibliometric analysis of publications over six decades. Following a PRISMA-based screening process, 6,311 documents were retained from an initial dataset of 7,709 records. Publication trends, citation impact, leading countries and institutions, topic modeling, and topic evolution were analyzed to examine the journal's development and thematic structure. The results indicate sustained growth in publication output, significantly after the digital and information era. The UK and the US emerged as the most productive contributors and accumulated the highest total citations, whereas Germany and Norway achieved the highest citation impact in terms of citations per paper. This pattern was further reinforced by increasing contributions from countries in Asia and the Global South, reflecting the growing internationalization of the journal. Major research themes include force and motion experiments, energy and light experiments, laboratory-based learning, conceptual understanding, and physics teacher education. Topic prevalence analysis indicates that, while experimental and laboratory-based studies have remained a defining feature of Physics Education, increasing attention has been devoted to conceptual understanding, assessment, technology-supported instruction, and pedagogical innovation in recent decades. Overall, Physics Education has evolved from a journal primarily centered on laboratory experiments and instructional demonstrations into a multidisciplinary venue emphasizing conceptual understanding, educational technology, and contemporary innovations in physics teaching and learning.

physics.ed-ph↗

arXiv2026

Exploring Students perceptions of their learning experience and self efficacy in physics online class with project based learning

Project Based Learning (PBL), recognized as an active learning strategy, has been linked to self efficacy of student in prior studies, including those within Physics Education Research. Meanwhile, technological advancements have significantly facilitated the optimization of diverse learning modes, including online learning. However, comprehensive investigations addressing questions such as how students perceive PBL and their self efficacy, what forms of PBL design they prefer, and what benefits and challenges they encounter during its implementation remain underexplored in existing literature. This study sought to uncover the experiences of ten students through longitudinal observation in an online PBL Physics class, focusing on its influence on their self efficacy within a phenomenological study. Data were collected via semi structured, in depth interviews. Social Cognitive Theory, Self Efficacy theory of Bandura, and theoretical framework for the impact of project based learning on educational outcomes were employed as guiding frameworks to shape the interpretation of students experiences and perspectives. Through Interpretative Phenomenological Analysis (IPA), the researchers identified four primary themes representing the experience of students. There are, variety of unique learning experiences based on students perceptions about their character, pivotal experience as a catalyst in the learning process, student self efficacy in Project Based Learning, and self reflection based on prior experience. The findings contribute novel insights for educators in implementing PBL, particularly in online contexts, by highlighting strategies to accommodate diverse student personality characteristics. Moreover, the study provides helpful references for longitudinal research on the interplay between PBL and self efficacy.

physics.ed-ph↗