Innovative Practice of Physics Experimental Teaching Driven by Life Phenomena

Akiko Tanaka 【Japan】

Abstract：

This paper addresses the issues of lack of interest and the disconnection between theory and practice in Japanese high school physics education, proposing a "life phenomenon-" experimental teaching model. By designing three types of localized experimental projects (daily necessities experiments, cultural-related experiments, and community survey experiments), the teaching integrates physical principles Japanese life scenarios, reinforcing the scientific inquiry process of "observation → hypothesis → verification → application". Practice has shown that the model significantly enhances students' problem-solving (the average score of the problem-solving test in the experimental class N=42 increased by 27%, and the control class increased by 9%) and motivation (classroom participation rate reached 92%). The research provides a replicable paradigm for physics teaching innovation across cultural backgrounds.

Keywords: life physics; innovative teaching; localized teaching; scientific inquiry; Japanese high school education

1. Introduction

1.1 Research Background

The Japanese Ministry of Education, Culture, Sports, Science and's "Guidelines for High School Learning (Physics)" clearly states that "Physics education should cultivate students' ability to understand natural phenomena from a scientific perspective and connect it social life." However, there are still two major bottlenecks in reality:

Abstract theories are difficult to concretize: concepts such as electromagnetic induction and conservation of energy at the level of formula derivation. Students often find it difficult to connect these abstract theories with phenomena in real life, leading to a decline in interest and difficulty in understanding. For example although electromagnetic induction can be mathematically described by Faraday's law, how to demonstrate its application in daily life through experiments, such as the working principle of generators, is a challenge for teachers.

Imbalance in the distribution of experimental resources: Local schools have outdated experimental equipment and find it difficult to carry out complex operations. Due to budget constraints many local school laboratories are old and cannot meet the needs of modern physics teaching. This not only affects the training of students' hands-on ability but also limits their in-depth of physics knowledge. For example, when conducting electromagnetic induction experiments, advanced sensors and data acquisition systems are needed to precisely measure changes in voltage and current, but such equipment is not in some schools.

1.2 Direction of Innovation: Life Phenomenon-Driven Teaching

This study breaks through the technology-dependent innovation (such as VR experiments, focusing on the design of "low-cost, high-adhesion" life-oriented experiments, and its theoretical basis includes:

Cognitive construction theory: Starting from familiar scenes, it reduces the difficulty of knowledge transfer (such as using the gear ratio of a bicycle to explain the principle of torque), making abstract scientific concepts concrete and perceptible through in daily life, thereby improving students' understanding and memory;

Japan's localization needs in education: Combined with local elements such as kimono culture and tea ceremony craftsm, it enhances cultural identity (for example, using the weight distribution of kimono in physics class to explain the concept of balance and center of gravity, or discussing the material properties chemical reactions of the porcelain utensils used in tea ceremony in chemistry courses), which not only enriches the teaching content but also promotes students' in-depth understanding love for local culture.

2. Instructional Innovation Framework Design

2.1 Core Model: Life Phenomenon → Physics Problem → Experimental Ver

A[Life Phenomenon] --> B(distilling physics problems)

B --> C{designing experimental schemes}

C --> D[quantitative verification]

D --> E[principle induction]

E --> F[life application]

In the design of the innovation framework, the core model emphasizes starting from life phenomena, refining physics problems, designing experimental schemes for quantitative verification, and finally induction of physical principles and their application in life This process not only helps students understand abstract physics concepts but also cultivates their practical abilities and innovative thinking.

Firstly, life phenomenon is the starting point of teaching, for example observing water droplets falling from the eaves can trigger thinking about gravity and free fall motion. Then, teachers guide students to distill specific physics problems, such as "How does the of water droplets falling change?"

Then, students need to design an experimental scheme to verify this physics problem, which may include selecting appropriate measuring tools, determining experimental steps,. During the experiment, students will perform quantitative verification, record data, and analyze results to confirm the correctness of the hypothesis.

After experimental verification, students can induce the related principles, such as the speed of free fall motion is proportional to time. Finally, teachers encourage students to apply these principles to real life, such as explaining why the windows of tall need to be specially designed to prevent rainwater impact.

This teaching method not only enables students to better master physics knowledge but also cultivates their ability to solve practical problems, and the interest and practicality of learning.

2.2 Three Types of Localized Experimental Projects

2.2.1 Daily Necessities Experiment (Low Cost, High Feibility)

2.2.2 Cultural Relevance Experiments (Strengthening National Identity)

ono Sleeve Oscillation Experiment: Demonstrate damped oscillations by swinging sleeves and quantitatively analyze the damping coefficient (associated with Kyoto Nishijin weaving technique). using the swinging sleeves from traditional kimonos as experimental tools, the phenomenon of damped oscillations in physics can be vividly demonstrated. Specifically, one end of the swinging sleeve is while the other end is allowed to swing freely, and the amplitude is recorded over time to calculate the damping coefficient. This experiment not only helps students understand physical concepts but also allows them appreciate the unique charm and craftsmanship of Japanese traditional attire, especially the historical and skillful Kyoto Nishijin weaving technique.

Chado Thermodynamics: Measure specific heat capacity of different tea bowls (clay/porcelain/lacquerware) and explain "Why matcha should be served in a warmed bowl." In ch, warming the bowl is an important step, not only to raise the temperature of the tea soup but also to maintain the optimal taste of the tea. By measuring the specific heat capacity three common types of tea bowls, namely clay, porcelain, and lacquerware, the difference in their heat absorption and dissipation properties can be discovered. For instance, clay bowls a higher specific heat capacity, which allows them to retain heat better, while porcelain bowls dissipate heat relatively quickly. These properties directly affect the temperature change of the tea soup which in turn affects the taste and aroma release of the matcha. Therefore, understanding the thermal properties of different tea bowls is crucial for mastering the correct chado techniques and enhancing tea drinking experience.

2.2.3 Community Survey Experiments (Social Learning)

Shrine Torii Structure Mechanics: Map the connection points of wooden structures and calculate distribution; by using high-precision laser scanners and three-dimensional modeling software, the details of the torii are meticulously recorded, including the wood grain, joint methods, stress distribution at the connection points. Combined with historical literature and modern engineering theories, the load change under different weather conditions is simulated to ensure the safety and durability of the structure.

ailway Sound Acoustics Survey: Collect the noise frequency band of the Shinkansen entering the station, analyze the principle of sound insulation; using advanced acoustic measuring equipment, tests are conducted at multiple stations to record the various frequency noises generated when the Shinkansen enters the station. Through frequency spectrum analysis technology, the main noise sources are identified, and effect of existing sound insulation facilities is studied. Combined with urban planning and environmental regulations, suggestions for optimizing sound insulation measures are put forward to reduce the impact on surrounding communities.

3. Teaching Practice and Effect Analysis

3.1 Implementation Process (2024 Second-Year High School Physics Class N=42)

Preliminary Preparation: Students are into groups to submit "Observation Reports of Physical Phenomena in Life" (e.g., Why are eggs in hot springs difficult to cook in high-altitude?), which should include detailed content, a description of the phenomenon, an analysis of possible causes, and references;

Experiment Stage: Each group selects 1 problem from report and designs a controlled variable experiment (such as simulating a plateau environment with a pressure cooker), and detailed data need to be recorded during the experiment, and error analysis and result are required;

Results Transformation: Form a community science exhibition board (e.g., "From Boiling Eggs on Mount Fuji to the Relationship between Boiling and Pressure"), which should include the experimental background, experimental steps, experimental results, and a popular explanation of the scientific principle, and students are encouraged to use charts and to enhance the display effect.

3.2 Quantitative Evaluation (Compared with Traditional Teaching Class N=38）

*Note: The evaluation of scientific inquiry ability is based on the "Scale for Measuring theility of Scientific Inquiry" by the Ministry of Education, Culture, Sports, Science and Technology.

3.3 Qualitative Feedback

"When measuring the thermal efficiency of kotatsu at home, it was discovered that 60% of the energy was dissipated into the air, which is why my mother always says to cover up with a. Through further research, it was understood that this energy loss not only affects household energy consumption but may also increase the burden on heating equipment, leading to higher maintenance costs and a shorter." (Student A, Practical Report)

"After deducing the force equilibrium of the shrine's bracket system through mathematics, I suddenly understood the influence of Chinese Dynasty architecture on Japan. Upon further analysis, it was found that this architectural technique not only manifests in structural stability but also reflects the depth and breadth of cultural exchange at that, providing valuable historical references for modern architectural design." (Student B, Interview Record)

4. Innovation and Reflection

4.1 Innovation

Localized Design:ating "mono no aware" aesthetics into experimental teaching, by simulating the scene of cherry blossoms falling, allows students to analyze the influence of air resistance on the motion of objects appreciating the light and fluttering fall of cherry petals. This design not only enhances students' aesthetic experience but also makes abstract physics concepts concrete and perceptible.

Evaluation Reform Replacing standardized laboratory reports with problem-solving in real-life contexts, such as students using the knowledge they have learned to explain phenomena they encounter in daily life, like why speed of raindrops falling from eaves increases gradually, or how to calculate the deceleration process when braking a bicycle. Such an evaluation method is more practical and can stimulate students interest in learning and their application ability.

4.2 Practical Challenges

Difficulty in Interdisciplinary Integration: Cha-no-yu thermodynamics requires collaboration with home economics teachers as well as the involvement of physics and chemistry teachers to ensure that students can fully understand the scientific principles in cha-no-yu. In addition, professional tea masters need to invited for on-site demonstrations and guidance to combine theory with practice.

Coordination of Community Resources: The acoustics survey of rail transit requires the support of JR Company including obtaining track operation data, noise monitoring equipment, and the assistance of professional technicians. In order to ensure the accuracy and practicality of the survey results, it is also necessary to with local residents and environmental organizations to collect their actual feelings and feedback on rail transit noise, so as to develop more effective noise reduction plans.

5. Conclusion

Experimental teaching by life phenomena, through the cognitive path of "from the nearby to the principle," effectively bridges the gap between physical theory and Japanese social culture. This teaching method not only makes it easier for students to understand abstract physics concepts but also enhances their interest and sensitivity to physical phenomena in their daily lives. For example, using simple experimental equipment such as springs and weights demonstrate simple harmonic motion in the classroom can allow students to see the application of theory in practice intuitively.

Subsequent research will be expanded to the field of disaster science ( as using seismic wave simulation devices to explain simple harmonic vibrations), deepening the educational philosophy of "physics is life." By introducing seismic wave simulation devices, students can gain a understanding of the causes of earthquakes and their impact on buildings, thereby enhancing their disaster prevention awareness and emergency response capability. In addition, it is also possible to combine historical earthquake cases analyze the performance of different building structures during earthquakes, further strengthening the connection between theory and practice.

References:

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[2] The Physical Society of Japan. Standards for Evaluation in Physics EducationJ]. Physics Education, 2024, 72(3): 45-49. ISSN 0385-6857

[3] Tanaka, H. The Intersection of Everyday Life and Scientific Experiments [J]. Journal of Science Education, 2024, 6(1): 32-38.

[4] Sato, H. Traditional Crafts and Physics Education [C]. International Conference on Physics Education, 023: 112-115.

[5] Ministry of Education. A Guide to Practical Science Education [Z]. 202506-22.