Year: 2026 | Month: May | Volume: 13 | Issue: 5 | Pages: 403-412
DOI: https://doi.org/10.52403/ijrr.20260536
Applying TPACK and the Flipped Classroom to the Design and Use of a 3D Specimen Library for the Magnetic Field Chapter in Grade 12 Physics
Nguyen Thi Thanh Thanh1, Tran Quang Hieu2
1Student, Department of Physics, Thai Nguyen University of Education, Thai Nguyen University, Thai Nguyen, Vietnam.
2Department of Physics, Thai Nguyen University of Education, Thai Nguyen University, Thai Nguyen, Vietnam.
Corresponding Author: Tran Quang Hieu
ABSTRACT
Magnetic-field topics in Grade 12 Physics require students to reason about objects and relations that are partly invisible: field lines, vector direction, the region of an approximately uniform field, and the relative positions of devices in experiments on magnetic force. In many school settings, however, real apparatus is limited in number or difficult for every student to observe at the same time. This study therefore developed a 3D specimen library for the Magnetic Field chapter and proposed a way to use it through the Technological Pedagogical Content Knowledge (TPACK) framework and a flipped classroom sequence. The research followed a design-and-development approach. The work combined a review of relevant studies, a needs survey with physics education students, curriculum and equipment analysis, 3D modeling in SketchUp, and the construction of lesson and evaluation tools. Of 157 invited students, 145 valid responses were analyzed descriptively. Respondents valued the teaching support offered by 3D specimens (M = 4.00, SD = 0.92) and their role in stimulating student interest and exploration (M = 3.85, SD = 0.99), but their actual experience was modest: 52.41% had never heard of a 3D library for this chapter and 40.69% had only heard of one without using it. The main barriers were the absence of suitable ready-made 3D resources (54.5%) and limited technical skills (49.0%). Five specimens were produced: a straight magnet with magnetic field lines, a U-shaped magnet, an ammeter, a power supply, and a magnetic-force measuring apparatus. A flipped process for Lesson 14, Magnetic Field, and a TPACK-SAMR evaluation rubric were also designed. The study contributes a feasible model for organizing 3D learning resources in physics teaching; classroom-scale validation of learning outcomes remains a necessary next step.
Keywords: TPACK; flipped classroom; 3D specimen library; magnetic field; Grade 12 Physics; digital learning resources
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