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All Journal Momentum: Physics Education Journal Journal of Environment and Sustainability Education
Antonio Carlos Fontes dos Santos
Federal University of Rio de Janeiro, Brazil
Chemistry Education Environmental Science Physics Other

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Using analogies for introducing synchrotron light in high school Vitor Acioly; Telecio Barbosa Neto; Antonio Carlos Fontes dos Santos
Momentum: Physics Education Journal Vol. 7 No. 2 (2023)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v7i2.8474

Abstract

The aim of this paper is to propose the use of analogies for teaching principles of synchrotron radiation for high-school students. Analogy is an important tool for teaching new abstract subjects based on familiar content. In this paper, we suggest the use of Teaching With Analogies Strategy (TWAS), which is an approach to overcome the didactic obstacles in introducing abstract physics content to students. The authors expect that this work may  contribute to the students' understanding of synchrotron radiation, reflecting  the needs and interests of secondary school teachers.
Exploring the strengths and limitations of AIs, using the socratic method, in solving physics problems André da Silva Ramos de Faria; Márcio Velloso da Silveira; Antonio Carlos Fontes dos Santos
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.174

Abstract

The research is designed as a qualitative-analytical case study, employing the Socratic method as an analytical tool to probe reasoning consistency, contradiction recognition, and conceptual stability. Three AI systems: ChatGPT, Gemini, and Copilot, were examined while analyzing a non-standard equilibrium problem involving a pen attached to a vertical wall. The findings indicate that, although the AIs correctly articulate isolated physics concepts, they struggle to integrate these concepts coherently in unfamiliar contexts, exhibiting contradictions, diagrammatic inconsistencies, and an inability to revise reasoning when challenged. These results demonstrate that the principal limitation of current AI systems lies not merely in language generation, but in conceptual reasoning and meaning construction in physics. The study highlights important implications for physics education, emphasizing the need for critical mediation by educators and caution against treating AI-generated explanations as epistemically authoritative.
Co-Authors André da Silva Ramos de Faria Márcio Velloso da Silveira Telecio Barbosa Neto Vitor Acioly