Views About Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

Mulhall, Pamela; Gunstone, Richard

doi:10.1007/s10972-012-9291-2

Cited by 31 publications

(18 citation statements)

References 39 publications

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“…Students maintenance about formulas that implicate concepts (Saǧlam-Arslan & Kurnaz, 2009). Moreover, physics teachers inclined to focus on concerning formulas and did slight to promote the advancement of student understanding of the related concepts (Ebersbach et al, 2011;Mulhall & Gunstone, 2012).…”

Section: Discussionmentioning

confidence: 99%

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

Fratiwi¹,

Samsudin²,

Ramalis³

et al. 2020

EUROPEAN J ED RES

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The identification of students' mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students' mental models. Students' mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students' mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.

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Section: Discussionmentioning

confidence: 99%

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

Fratiwi¹,

Samsudin²,

Ramalis³

et al. 2020

EUROPEAN J ED RES

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“…Physics teachers should also develop a wide range of competencies in order to keep physics' teaching and learning process interesting and relevant (Soko et al, 2017). Moreover, physics teachers' preference for traditional way of teaching combined with students' attentiveness to the teachers' explanation has been coined as the main factor that contributes to low achievement and shallow curiosity in learning physics (Demirci, 2015;Mulhall & Gunstone, 2008;Schank et al, 1999). As a result, students often perceive physics as a difficult and unexciting subject (Guido, 2018;Lumintac, 2014) causing severe lack of interest and motivation to learn physics.…”

Section: The Current Status Of Pe In Malaysiamentioning

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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“…So, teachers resort to traditional methods of transmitting information. According to Mulhall and Gunstone (2012) these traditional methods put forward the use of mathematics to represent science ideas above conceptual understanding. According to Magnusson et al (1999) some challenges result from the concepts of science such as projectile motion and quantum mechanics lacking any connection with the students' common experiences.…”

Section: Teaching Challengesmentioning

confidence: 99%