Title: Increasing the Confidence of Junior High School Teachers in Teaching Physics by Acquiring Qualitative Understanding
1Increasing the Confidence of Junior High School
Teachers in Teaching Physics by Acquiring
Qualitative Understanding
- Roni Mualem and Bat-Sheva Eylon
- Department of Science Teaching
- The Weizmann Institute of Science
- Rehovot, ISRAEL
2Central Goal of Physics Teaching at the Junior
High School Level
- Qualitative Understanding of Basic Concepts and
Principles and Their Application in Everyday
Phenomena
3Everyday Phenomena
4What do We Mean By Qualitative Understanding?
- Operational Definition
- Understanding Performances
- According to Perkins
The ability to Explain, Give Examples,
Predict and Apply.
5Science Teachers in Israel
- Have a background mainly in biology
- Their knowledge of physics is limited
- Have low confidence
- Dont see the relevance of physics to
everyday experience
6A Part from an Interview with a Junior High
School Science Teacher
- When I teach topics that are in the domain of
biology, I can easily bring my students a large
arsenal of examples that are extended far beyond
the specific topic that is being discussed in
classThis is not the case when I teach physicsI
spend many hours in preparing myself for every
single lesson throughout all the teaching of
physics
7- All these reasons make me feel very uncertain
my self confidence is low and I feel stressed and
even nervous. When I'm forced to solve problems
that are raised during instruction, that I have
not solved in advance, I project uncertainty in
my answer that it may be incorrectwhat makes me
feel embarrassed and uncomfortable I don't like
to teach this domain!"
8A New Approach
- Very successful with junior high school students
- Has a long-lasting effect
9Results of content knowledge questionnaire (FCI
Additional Problems)
ltggt Posttest (Sd) Pretest (Sd) approach n Grade
0.48 Plt0.001 67 (21.4) 36 (18.6) Yes 106 9th Graders
50 (14.9) No 32 Science Teachers
62 (17.3) No 98 High School Advanced
ltggt (posttest score pretest score)/(100
pretest score)
10Typical FCI Questions
11Results of Two FCI Items (n32)
FCI item 15 FCI item 4
AF1 Correct AR1 Correct
69 () 15.6 () 59.3 () 40.6 ()
AR1- action reaction 1 greater mass implies
greater forceAF1- active force 1 only active
agents exert forces
12Problems
Content knowledge
Views of relevance
Confidence
Motivation to Teach
Implementation
13How Can We Change Teachers Ability to Teach?
14Making a Change
- Enhancement in teachers' confidence in their
knowledge of physics - Change in teachers views about relevance and
interest in physics - Provide a useful pedagogy to enable teachers to
instruct for qualitative understanding
(pedagogical content knowledge)
15Constraint Quantitative Knowledge is Not an
Option
16Conceptual Framework
- System approach
- Interaction
- Force
- Motion
17Problem-Solving Strategy
18System Characterization
Dog
Rope
Boy
Ground
Earth
Earth Ground Boy Rope Dog
- 0 Dog
- 0 Rope
0 - Boy
0 - Ground
0 Earth
19From System to Selected Objects
20Since the dog does not change its velocity,
the net force must be zero.
Forces and Motion
21If the dog is accelerating toward the boy..
Forces and Motion
22Who is Afraid of Physics?
- Three days special training intensive course of
20 hours teachers as learners - Implementation options 5 (minimum), 10 or 15
(advanced) hours of instruction- feasibility - Action research by the teachers, monthly
meetings, a telephone hot line and e-mail-
follow up
23Changes in the Teachers Views Before and After
the Workshop(Likert scale 1- 4 , n15, aCh0.95)
Change in ability to instruct other teachers Change in ability to teach students Change in knowledge Concepts/Laws
0.25 (n.s.) 0.39 (plt0.03) 0.52 (plt0.01) Focal concepts and principles
0.26 (n.s.) 0.08 (n.s.) 0.38 (plt0.03) Other concepts and principles
24Spearman Correlation Coefficients in Teachers'
Post Views (n30, a0.95)
ability to instruct other teachers ability to teach Students Views
0.62 (plt0.0063) 0.46 (plt0.05) 0.87 (plt0.0001) 0.93 (plt0.0001) Knowledge of focal content Knowledge of other content
25Few Teachers Remarks
- The teaching skills that were presented in the
workshop were very important to me - The best thing in this workshop was its
simplicity - Simplifying complex concepts was the essences of
this workshop - The simplicity of the use of the concept
interaction allows me to provide the lower
level students with the feeling of success
26Summary
- Students and teachers claim that they are
empowered by the approach and it enables them to
understand better the world around them. - Biology teachers who usually do not teach physics
are more willing to, and are less afraid to teach
physics with this method. - Students and teachers improve their views
concerning the difficulty and interest of physics
learning.