Preservice and Inservice Teachers’ Challenges in the Planning of Practical Work in Physics

Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.

doi:10.1007/s10972-010-9186-z

Cited by 37 publications

(30 citation statements)

References 29 publications

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“…On the basis of the current study and also of our earlier research [50], we assume that the observed negative experiences of practical work were related to the general challenges faced by physics teachers in implementing practical work at the school level. Such challenges include (1) the limitations of laboratory facilities, (2) an insufficient knowledge of physics (both students' and teachers' knowledge), (3) a lack of instructional approaches, and (4) the general organization of practical work.…”

Section: B Preservice Teachers' Experiencementioning

confidence: 69%

Preservice teachers’ objectives and their experience of practical work

Nivalainen

Asikainen

Hirvonen

2013

Phys. Rev. ST Phys. Educ. Res.

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This study explores third-year preservice physics teachers' (n ¼ 32) views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and practice, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers' positive experiences of practical work resulted from the successful implementation of practical work. According to our findings, practical work can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice teachers should be offered opportunities to reflect on their previous experiences and to see and experience in practice the advantages of practical work.

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Section: B Preservice Teachers' Experiencementioning

confidence: 69%

Preservice teachers’ objectives and their experience of practical work

Nivalainen

Asikainen

Hirvonen

2013

Phys. Rev. ST Phys. Educ. Res.

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“…Las investigaciones sobre el CDC en la enseñanza de la Física están referidas, en general sobre un tema en particular más que sobre ideas estructuran-tes para la enseñanza de la Física como: calor y temperatura (Magnusson y Krajcik, 1993), fuerza (Halim y Meerah, 2002;Loughran et al, 2006), electricidad (Eylon y Bagno, 2006;Loughran et al, 2006), radiactividad (Orleans, 2010), gráficas en cinemática (Maries y Sing, 2013), modelos del universo y sistema solar (Henze et al, 2008), campo y fuerza eléctrica (Melo et al, 2015(Melo et al, , 2016 y; prácticas de laboratorio (Nivalainen et al, 2010), desde las cuales se realiza la caracterización del CDC a través de sus componentes, o algunas de ellas.…”

Section: El Cdc Un Elemento Estructurante En La Construcción Del Conunclassified

Conocimiento Didáctico Del Contenido sobre el Modelo Cinético Molecular con Profesores Mexicanos de Educación Secundaria

Melo

Marín-Resendiz

Cañada

et al. 2017

Didáctica De Las Ciencias Experimentales Y Sociales

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(electrónico)Resumen: Este trabajo analiza el conocimiento didáctico del contenido sobre el modelo cinético molecular de cuatro profesores de secundaria con experiencia, en los primeros años de enseñanza de un nuevo currículo en ciencias para secundaria en México, a través del análisis de contenido. Nuestros resultados muestran como las categorías relacionadas con las orientaciones sobre la enseñanza de las ciencias, el conocimiento curricular, el conocimiento sobre las estrategias de enseñanza y la evaluación, no dependen de la formación del profesorado y los años de experiencia. Sin embargo el conocimiento sobre los estudiantes si mantiene relación con la formación del profesorado.Palabras clave: conocimiento didáctico del contenido; modelo cinético molecular; enseñanza de la física y química; desarrollo profesional del profesorado. Abstract:The study was designed to examine the initial characterization of the pedagogical content knowledge of four, in-service Mexican secondary education physics teachers on the concept of Kinetic Molecular Model in the first years of a new curriculum in secondary education in Mexico, through content analysis. Our results show that categories as orientation on teaching science, knowledge of the curriculum, knowledge about strategies for teaching science and knowledge about assessment, they do not dependent of teacher training and their years' experience. However, knowledge of students is related with teacher training.Keywords: pedagogical content knowledge; secondary teaching; kinetic molecular model; physics and chemistry teaching; teacher training. IntroducciónDe acuerdo con Shulman (1986) el conocimiento didáctico del contenido (CDC) es desarrollado por los profesores para ayudar a otros a aprender, y es construido en tanto ellos enseñan tópicos específicos de su área de saber (Abell, 2007). Muchos investigadores (Abell, 2007;Kind, 2009;Park y Chen, 2012, entre otros) consideran que tener un buen CDC es una condición necesaria para una enseñanza eficaz. Los resultados muestran que los cambios en el CDC se fomentan cuando el profesor desarrolla habilidades metacognitivas, que favorecen la reflexión y la autorregulación de los cambios que realiza en su práctica de aula, sobre su CDC y, sobre el aprendizaje de sus alumnos. Sin embargo la evolución de cada profesor es idiosincrásica, condicionada por su formación, experiencia y distintos aspectos personales, afectivos y sociales (Mellado et al., 2014).El estudio que presentamos a continuación forma parte de una investigación más amplia cuya intención es mostrar el desarrollo del CDC con profesores de física de secundaria y bachillerato, a través de un programa de intervención en diferentes escenarios y sus implicaciones para la formación del profesorado. En este artículo nos centraremos en describir el CDC que tienen cuatro profesores mexicanos de secundaria de ciencias, sobre el modelo cinético molecular durante los primeros años de implementación de un nuevo currículo. Consideramos que la descripción del CDC es importante porq...

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“…Many classrooms in industrialised and less developed countries lack essential conventional hands-on SEEMs (e.g., Childs, Tenzin, Johnson, & Ramachandran, 2012;Ens, Olson, Dudley, Ross, Siddiqi, Umoh et al,, 2012;Nivalainen et al, 2010;Singh & Singh, 2012). This may be explained by the fact that even in industrialised countries such as Germany and Japan, conventional SEEMs are costly, coupled with the fact that in many industrialised and less developed countries science education budgets have decreased (Poppe, Markic, & Eilks, 2011;Schaffer & Pfeifer, 2011;Set & Kita, 2014).…”

Section: Science Education Equipment and Materialsmentioning

confidence: 99%

“…Data to this effect is available in the literature (e.g., Chin, 2004;Chin & Osborne, 2008;Cuccio-Schirripa & Steiner, 2000;Davis, 1999;Dillon, 1988;Piaget, 1985;Schneider et al, 2005). However, pedagogical knowledge on practical work is insufficient, as educators need opportunities to put this knowledge into practice (Nivalainen et al, 2010). In this regard, many educators face additional challenges.…”

Section: Intrinsic Challengesmentioning

confidence: 99%

“…It may be worth noting that in terms of varying the knowledge and skills that in-service educators may need to enhance in the context of the framework in Figure 2, as opposed to established educators, the literature may not provide clear direction. For example, Nivalainen et al (2010) observed that though possessing more practical and theoretical knowledge of instructional approaches than their pre-service counterparts, some established science educators did not portray this in the planning of practical work. On the other hand, established educators studied science through more traditional approaches than today's preservice educators (Anderson, 2007).…”

Section: Theoretical Backingmentioning

confidence: 99%

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Framework for Reducing Teaching Challenges Relating to Improvisation of Science Education Equipment and Materials in Schools

Akuma

Callaghan

2016

EURASIA J MATH SCI T

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The science education budget of many secondary schools has decreased, while shortages and environmental concerns linked to conventional Science Education Equipment and Materials (SEEMs) have emerged. Thus, in some schools, resourceful educators produce low-cost equipment from basic materials and use these so-called improvised SEEMs in practical work. However, scattered in the literature are diverse challenges linked to the production and/or use of improvised SEEMs. Thus, the purpose of the literature review presented here was to design a framework useful in the reduction of these challenges. In this regard, we systematically gathered, characterised and clarified the challenges, in addition to collecting and reflecting on ways of reducing them. This enabled us to design the framework which focuses on educator learning and practice in the improvisation of SEEMs under specified conditions. Regarding the implementation of the framework, we have discussed the role that stakeholders including professional development providers and researchers may play.

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Preservice and Inservice Teachers’ Challenges in the Planning of Practical Work in Physics

Cited by 37 publications

References 29 publications

Preservice teachers’ objectives and their experience of practical work

Preservice teachers’ objectives and their experience of practical work

Conocimiento Didáctico Del Contenido sobre el Modelo Cinético Molecular con Profesores Mexicanos de Educación Secundaria

Framework for Reducing Teaching Challenges Relating to Improvisation of Science Education Equipment and Materials in Schools

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