Experimenty ve výuce fyziky: Kde se čeští učitelé inspirují?

Marounová, Jana; Kácovský, Petr

doi:10.14712/18047106.2169

Cited by 2 publications

(1 citation statement)

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“…The second article [4] deals with results from the teachers' version of the questionnaire, specifically with the question of how often are experiments included in physics lessons. The data from the teachers' questionnaire were evaluated also in [5], looking for an answer to where Czech upper secondary physics teachers look for inspiration for experimental ideas.…”

Section: Introduction and Rationalementioning

confidence: 99%

The Role of Experiment in Physics Education: Attitudes of Upper Secondary School Students

Marounová,

Kácovský

2024

J. Phys.: Conf. Ser.

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The paper presents a segment of results obtained within a large study among Czech upper secondary students, whose general aim is to describe teachers’ and students’ views of physics experiments (and/or experimenting as such). The participants (N = 1,325) were asked closed questions concerning how they perceive experiments in physics lessons, how these lessons would look like without experiments and what is the respondents’ personal relation to physics experiments (not necessarily in the school context). Our results show that most often experiments are perceived as an enlivening element in physics lessons, a help with understanding the subject matter and an interesting complement to theory. On the other hand, only a minority of students perceive experiments as a tool physics uses to obtain new information about the world. Around half of the respondents admit that most of their physics lessons would not be affected in any way if experiments were removed. Concerning gender comparison, we found only rare differences at p < 0.05. Similarly, the answers were usually homogeneous across respondents’ year of study; the exceptions are discussed in the paper.

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Section: Introduction and Rationalementioning

confidence: 99%