Professionalising Physics Teachers in Doing Experimental Work

Abstract

It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boostfor experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the centralconcepts of physics. Besides this function of “learning physics”, empirical evidence shows that experimental work in general has a high potential for promoting “learning about science” and finally “doing science”. Promoting aspects of how science works has become important, as the ideas of scientific literacy and competence orientation have been established as central educational goals in many national education systems. However, empirical studies show that the reality in schools does not match these expectations. Conventional physics classes still aim only at the mastery of content, and experiments that cognitively activate students and address issues related to the Nature of Science (NOS) have not been implemented extensively. The reasons for this can be found in teachers’ attitudes and beliefs, as well as in their PCK concerning experiments and scientific knowledge production. In past decades in Austria, teacher education did not focus a great deal on the didactical aspects of experiments or their integration into physics classes in order to promote aspects of scientific literacy and competence orientation. Furthermore, there is a lack of high quality continuing professional development courses that promote the concepts of Inquiry-Based Learning (IBL) in combination with relevant ideas of NOS. The present study examines inservice teachers’ beliefs about the function of experiments in science teaching and their meaningful integration into science classes. In the form of case studies, we follow the professional development of teachers in this field during continuing teacher training.

Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge

“…It can be said that experiments and practical work play a central role in science teaching; in most cases, both teachers and students have a very positive attitude towards practical work, especially because they 'like to experiment' . From the perspective of science teaching, experiments can contribute to various aspects of science learning, but they are usually used in everyday science teaching for a limited number of goals (Haagen-Schützenhöfer & Joham, 2018).…”

Physics Teaching in Croatian Elementary and High Schools during the Covid-19 Pandemic

“…Furthermore, in the case of physics teaching as an experimental subject (Klein, et al, 2021), discussing problems and designing one's own experiments and/or conducting experiments (collecting one's own data) individually or in groups should be used to the same extent as demonstration experiments in order to increase students' interest and the perceived usefulness (Kireš, 2018;Repnik & Ambrožič, 2018;Snětinová et al, 2018). However, frequently used experiments are often "cookbook-type experiments" that are focused on content knowledge instead of focusing on the learning process, mainly due to the organisational aspect (Haagen-Schützenhöfer & Joham, 2018). In order to avoid this, the authors suggest that teachers undergo professional development (both in ICT and teaching methods) on a regular basis, even in this unusual situation (Walan & Chang Rundgren, 2014).…”

Where is The Direction Of Physics Education?

“…To be a part of physics education, a learner must possess the following attitudes and characteristics; 1) Thorough, 2) Details, 3) Rational, 4) Structured, 5) Diligent, 6) Critical, 7) Observant, 8) Insightful, 9) Enjoy doing research, 10 other than that, from the research that has been done [8][9], it should be that the physics education students must be equipped with practical skills. The goal is to have good science process skills B.…”