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Academic Miscommunication in Physics
Scott C. Scharlach
https://arxiv.org/abs/2509.00142 https://arxiv.org/pdf/2509.00142

Academic Miscommunication in Physics
Academic Miscommunication (AM) is the phenomenon of a professor's expectations, beliefs, or goals in the classroom differing from those of the students. In this study, a survey was given to undergraduates in two introductory physics classes (one class intended for majors, another for non-majors) who had recently received their grade for the first exam of the semester. The survey measured whether the exam had matched the students' expectations of the exam, both in form and in content. From these…

Enhancing Science Literacy through Cognitive Conflict-Based Generative Learning Model: An Experimental Study in Physics Learning
A Akmam, Serli Ahzari, E Emiliannur, Rio Anshari, David Setiawan
https://arxiv.org/abs/2509.01295

Enhancing Science Literacy through Cognitive Conflict-Based Generative Learning Model: An Experimental Study in Physics Learning
This experimental study investigates the effectiveness of the Cognitive Conflict-Based Generative Learning Model (GLBCC) in enhancing science literacy among high school physics students. The novelty of this research lies in the innovative integration of cognitive conflict strategies with generative learning principles through a six stage structured framework, specifically designed to address persistent misconceptions in physics education while systematically developing scientific literacy compe…