Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

doi:10.1007/s11165-016-9562-6

Cited by 40 publications

(39 citation statements)

References 70 publications

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“…It would, therefore, be contradictory to expect prospective teachers to practice teaching based on the constructivist philosophy. Caleon et al (2018) and Mansour (2013) argue that this inconsistency may be due to the fact that teachers modify their practices according to students' needs and a variety of instructional contexts such as exam-oriented systems and time constraints. These factors may force them to use more traditional or transitional-oriented activities in the Turkish education system, which is also exam-oriented.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, Boulton-Lewis, Smith, McCrindle, Burnett and Campbell (2001) reported that 12 (75%) of 16 teachers were consistent in their views of teaching and learning. However, (Caleon et al, 2018) reported that 5 (42%) of 12 physics teachers were consistent in their beliefs about learning and teaching. The authors attributed this difference to the fact that the study focused on learning and teaching of a specific topic (electricity) rather than on science in general.…”

Section: Analysis Of the Observation Checklistsmentioning

confidence: 98%

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Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Ateş¹,

Ünal²,

Kaya³

2018

EUROPEAN J ED RES

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This study aims to explain the extent to which prospective physics teachers' views and practices are consistent with the constructivist framework. A case study design was employed as the research approach. The study was conducted with 11 prospective physics teachers attending a state university in Turkey. Data was collected through semi-structured interviews, observation notes and lesson plans. The interview guide consisted of questions which allowed the interviewer to probe participants' views of constructivism based on 5E learning model. Such questions as "how do you plan your teaching?" (introducing new topics, continuing the lecture, types of questions to ask, evaluating students' understanding etc.) were included in the interview. Following the analysis of the interview data, participants' profiles were classified into three categories: traditional, transition and constructivist under the dimensions "beginning of a lesson," "learning process," "learning environment" and "assessment." Observations were carried out using an observation checklist consisting of 24 items based on 5E learning model. Another checklist developed by the researchers was used to evaluate participants' teaching qualifications. Interview results showed that seven participants had transitional, three had constructivist and one had traditional views. However, none of the participants were observed to exhibit constructivist teaching styles. Moreover, observation and interview results were consistent only for six participants, indicating that almost half of the participants had difficulty putting their views into practice.

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Section: Discussionmentioning

confidence: 99%

Section: Analysis Of the Observation Checklistsmentioning

confidence: 98%

Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Ateş¹,

Ünal²,

Kaya³

2018

EUROPEAN J ED RES

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“…In general, mastery experiences are time-dependent and reinforce people's belief on their abilities as well as capacities in executing specific task successfully (de Boer et al, 2016). Teachers' teaching experiences in regard to how long they have been teaching will therefore influence their beliefs and perceptions towards the subject (Caleon et al, 2018). Caleon (2018) calculated a relatively low efficacy scores among novice teachers compared to teachers who have five-year teaching experiences.…”

Section: Teaching Experiencesmentioning

confidence: 99%

Physics Teachers’ Perceptions on Sustainable Physics Education

Nasri

Talib

2020

JBSE

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The United Nation 2030 Agenda for Sustainable Development advocates teachers as the key in, and for, sustainable development. Surprisingly, while physics teachers have long been recognized as important agents in equipping students with necessary physics knowledge and scientific inquiry skills, nonetheless less attention is paid to explore physics teachers’ perceptions on sustainable physics education (SPE). The absence of robust research that explores physics teachers’ perceptions to SPE has informed this research. A total of 248 Malaysian physics teachers were involved in a survey consisting of both close and open-ended questions to capture their perceptions of SPE. In examining the differences in physics teachers’ perceptions of SPE, with regards to teaching experiences and educational background, the one-way ANOVA was utilized. Whereas thematic analysis was used to analyze responses from the open-ended questions. The main finding of this research is the novice physics teachers expressed more positive views of SPE, where they posed better understanding and greatly valued physics competencies when compared to the other teaching experiences groups. The understandings of sustainability among physics teachers were largely dominated by environmental foci. This research provides vital information to design effective teacher professional development targeting novice physics teachers in order to implement SPE effectively. Keywords: physics education, education for sustainable development, physics teacher, teachers’ perception.

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“…Further investigation on these concerns could be substantiated very useful for improving instructional forms, also, for planning and increasing different learning situation (e.g. Caleon et al, 2018;Anderson & Moeed, 2017;Boyer, 2016;Nieminen et al, 2013;Rutten et al, 2012). The fee was recognized by tutors as an obstacle in directing students to comprehend a linkage between their scientific understandings and everyday environment (e.g.…”

Section: Introductionmentioning

confidence: 99%

Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODEE (CS-PDEODEE) on Newton’s Laws

Fratiwi

Samsudin

Çoştu

2018

JPII

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The aim of this study was to enhance K-10 students’ conceptions through Computer Simulations-Aided PDEODE*E (CS-PDEODE*E) on Newton’s Laws. The PDEODE*E is a worksheet consisting of seven stages, which are Predict (P), Discuss (D), Explain (E), Observe (O), Discuss (D), Explore (E*) and Explain (E). The computer simulations could support learning via PDEODE*E worksheet by presenting physics’ phenomena. The Newton’s Laws focused on forces and Newton’s First Law. The research method used the 4D (Define, Design, Develop and Disseminate). The research sample included 30 K-10 students (15 boys and 15 girls, with the average age of 16 years-old). The students’ conceptions were identified through a Four-Tier Newtonian Test (FTNT) as pre- and post-test. In the developing phase, we acquired the product of computer simulations and PDEODE*E worksheet. In the disseminating phase, the value of effect size was 0.85 in the "large effect" of classification and tcount>ttable, thus, CS-PDEODE*E was more effective than CS-POE. The decisions succumbed that the students’ conceptions could be enhanced via PDEODE*E based computer simulations.

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Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

Cited by 40 publications

References 70 publications

Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Physics Teachers’ Perceptions on Sustainable Physics Education

Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODEE (CS-PDEODEE) on Newton’s Laws

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Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

Cited by 40 publications

References 70 publications

Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Physics Teachers’ Perceptions on Sustainable Physics Education

Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODE*E (CS-PDEODE*E) on Newton’s Laws

Contact Info

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Resources

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Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODEE (CS-PDEODEE) on Newton’s Laws