High school physics teachers’ perceptions and attitudes towards thought experiments in Indonesia

Abstract

Thought experiments have a crucial role in the discovery of physics theories. Yet, in order to properly use thought experiments in the classroom, teachers must have enough pedagogical knowledge and abilities. This study aims to explore the perceptions and attitudes of high school physics teachers toward thought experiments. In this study, we involved 30 physics teachers from different schools in both urban and rural schools. The data were collected through questionnaires and semi-structured interviews. The quantitative and qualitative analysis results demonstrate that physics teachers have a high awareness of the importance of thought experiments in physics learning, especially atomic theory and relativity, and perceive themselves to lack skills regarding the pedagogical aspects of thought experiments. Teachers also show positive attitudes and beliefs about teaching thought experiments. However, teachers still recognized the challenges of implementing thought experiments in the classroom. The teacher suggests that thought experiments be carried out collaboratively so that students can share ideas with each other. Furthermore, technology media such as virtual reality may be the ideal answer for assisting students in visualizing an imaginary environment when doing thought experiments in the classroom.

Unpacking the factors that influence secondary students’ attitudes towards physics in nine different countries - a cross-cultural analysis

“…Salehi et al (2019) explored how demographic and preparation gaps affect students' performance in physics, highlighting the role of engaging pedagogies in mitigating these gaps. Bancong et al (2023) examined high school physics teachers' attitudes towards thought experiments, finding that such practices enhance students' conceptual understanding and interest in physics.…”

The Past and Present of Thought Experiments' Research at Glancy: Bibliometric Review and Analysis

“…El Skaf and Palacios (El Skaf & Palacios, 2022) have also systematically analyzed the epistemic role of TEs from Wheeler's demon and Geroch's engine, which gave rise to black hole thermodynamics. Recently, Bancong et al (Bancong et al, 2023) reported that physics teachers in Indonesia have a high awareness of the importance of TEs in learning physics, especially atomic theory and relativity, even though they lack skills regarding the pedagogic aspects of TEs. Therefore, Indonesian physics teachers also suggest using technology such as virtual reality to help visualize imaginary work when performing TEs.…”