Effect of didactic intervention in Einsteinian physics on students’ interest in physics

Georgia Vakarou 1 * , Georgios Stylos 1, Konstantinos T. Kotsis 1
More Detail
1 Department of Primary Education, University of Ioannina, Ioannina, GREECE
* Corresponding Author
EUR J SCI MATH ED, Volume 12, Issue 2, pp. 200-210. https://doi.org/10.30935/scimath/14303
Published Online: 28 February 2024, Published: 01 April 2024
OPEN ACCESS   819 Views   544 Downloads
Download Full Text (PDF)

ABSTRACT

To investigate students’ interest in physics, this study explores the impact of a brief teaching intervention on the increase of interest. The intervention focused on modern physics, specifically exploring Einstein’s theory of gravity and the dual nature of light. A total of 325 Greek students participated in the survey, comprising 83 students in the 6th grade (11-12 years old), 116 students in the 9th grade (14-15 years old), and 126 students in the 11th grade (16-17 years old). Participants completed a questionnaire, which helped determine the average level of interest before and after the teaching. The findings indicate that teaching modern physics concepts contributes to the development of students’ interest. However, there is an observed decline in interest as the educational level advances, a pattern persisting despite the introduction of Einsteinian physics concepts.
Keywords: interest in physics, Einsteinian physics, educational level

CITATION

Vakarou, G., Stylos, G., & Kotsis, K. T. (2024). Effect of didactic intervention in Einsteinian physics on students’ interest in physics. European Journal of Science and Mathematics Education, 12(2), 200-210. https://doi.org/10.30935/scimath/14303

REFERENCES

  • Agranovich, S., & Assaraf, O. B. Z. (2013). What makes children like learning science? An examination of the attitudes of primary school students towards science lessons. Journal of Education and Learning, 2(1), 55-69. https://doi.org/10.5539/jel.v2n1p55
  • Aguilera, D., & Perales-Palacios, F. (2020). What effects do didactic interventions have on students’ attitudes towards science? A meta-analysis. Research in Science Education, 50, 573-597. https://doi.org/10.1007/s11165-018-9702-2
  • Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95(3), 518-542. https://doi.org/10.1002/sce.20432
  • Anderhag, P., Wickman, P. O., Bergqvist, K., Jakobson, B., Hamza, K. M., & Säljö, R. (2016). Why do secondary school students lose their interest in science? Or does it never emerge? A possible and overlooked explanation. Science Education, 100(5), 791-813. https://doi.org/10.1002/sce.21231
  • Baram-Tsabari, A., & Yarden, A. (2009). Identifying meta-clusters of students’ interest in science and their change with age. Journal of Research In Science Teaching, 46(9), 999-1022. https://doi.org/10.1002/tea.20294
  • Blankenburg, J. S., Hoffler, T. N., & Parchmann, I. (2015). Fostering today what is needed tomorrow: Investigating students’ interest in science. Science Education, 100, 364-391. https://doi.org/10.1002/sce.21204
  • Brophy, J. (2004). Motivating students to learn. Routledge. https://doi.org/10.4324/9781410610218
  • Cetinkaya, M., & Tas, E. (2015). Developing, implementing, evaluation of an attitude scale for towards science and technology education. Journal of Education and Human Development, 4(2), 152-158. https://doi.org/10.15640/jehd.v4n2a18
  • Choudhary, R., Foppoli, A., Kaur, T., Blair, D., Burman, R. R., & Zadnik, M. G. (2020). A comparison of short and long Einsteinian physics intervention programs in middle school. Research in Science Education, 52, 305-324. https://doi.org/10.1007/s11165-020-09944-8
  • Clement, J. J., & Rea-Ramirez, M. A. (2008). Model based learning and instruction in science. Springer. https://doi.org/10.1007/978-1-4020-6494-4
  • Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62(1), 119-142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
  • Dua, Y. S., Blair, D. G., Kaur, T., & Choudhary, R. K. (2020). Can Einstein’s theory of general relativity be taught to Indonesian high school students? Jurnal Pendidikan IPA Indonesia [Indonesian Journal of Science Education], 9(1), 50-58. https://doi.org/10.15294/jpii.v9i1.22468
  • Foppoli, A., Choudhary, R., Blair, D., Kaur, T., Moschilla, J., & Zadnik, M. (2019). Public and teacher response to Einsteinian physics in schools. Physics Education, 54, 015001. https://doi.org/10.1088/1361-6552/aae4a4
  • Gitatenia, I. D. A. I., & Lasmawan, I. W. (2022). The relationship of curiosity, confidence, and kinesthetic learning styles with interest in science learning. MIMBAR PGSD Undiksha, 10(2), 190-200. https://doi.org/10.23887/jjpgsd.v10i2.47551
  • Gkiolmas, A., Stoumpa, A., Lazos, P., Skordoulis, C., Chalkidis, A., Michalopoulos, V., & Balwit, J. (2021). An instructional method, based on POE (predict-observe-explain), for teaching two basic wave properties and the wave nature of light. Journal of Physics: Conference Series, 1929, 012086. https://doi.org/10.1088/1742-6596/1929/1/012086
  • Günther, H., & Müller, V. (2020). The special theory of relativity: Einstein’s world in new axiomatics. Springer. https://doi.org/10.1007/978-981-13-7783-9
  • Hasni, A., & Potvin, P. (2015). Student’s interest in science and technology and its relationships with teaching methods, family context and self-efficacy. International Journal of Environmental & Science Education, 10(3), 337-366.
  • Kaleva, S., Celik, I., Nogueiras, G., Pursiainen, J., & Muukkonen, H. (2023). Examining the predictors of STEM career interest among upper secondary students in Finland. Educational Research and Evaluation, 28(1-3), 3-24. https://doi.org/10.1080/13803611.2022.2161579
  • Kaur, T., Blair, D., Moschilla, J., & Zadnik, M. (2017b). Teaching Einsteinian physics at schools: Part 2, models and analogies for quantum physics. Physics Education, 52(6) 065013. https://doi.org/10.1088/1361-6552/aa83e1
  • Kaur, T., Blair, D., Moschilla, J., Stannard, W., & Zadnik, M. (2017a). Teaching Einsteinian physics at schools: Part 1, models and analogies for relativity. Physics Education, 52(6) 065012. https://doi.org/10.1088/1361-6552/aa83e4
  • Kaur, T., Blair, D., Moschilla, J., Stannard, W., & Zadnik, M. (2017c). Teaching Einsteinian physics at schools: Part 3, review of research outcomes. Physics Education, 52(6) 065014. https://doi.org/10.1088/1361-6552/aa83dd
  • Kavanagh, C., & Sneider, C. I. (2006). Learning about gravity II. Trajectories and orbits: A guide for teachers and curriculum developers. Astronomy Education Review, 5(2), 53-102. https://doi.org/10.3847/AER2006019
  • Kersting, M., & Steier, R. (2018). Understanding curved spacetime–The role of the rubber sheet analogy in learning general relativity. Science & Education, 27, 793-623. https://doi.org/10.1007/s11191-018-9997-4
  • Kersting, M., Toellner, R., Blair, D., & Burman, R. (2020). Gravity and warped time–Clarifying conceptual confusions in general relativity. Physics Education, 55(1) 015023. https://doi.org/10.1088/1361-6552/ab56d7
  • Koka, A., & Hein, V. (2003). Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4(4), 333-346. https://doi.org/10.1016/S1469-0292(02)00012-2
  • Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27-50. https://doi.org/10.1080/09500693.2010.518645
  • Levrini, O. (2014). The role of history and philosophy in research on teaching and learning of relativity. In M.R. Matthews (Eds.), International handbook of research in history, philosophy and science teaching (pp. 157-181). Springer. https://doi.org/10.1007/978-94-007-7654-8_6
  • Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students’ voice. Research in Science Education, 38, 501-527. https://doi.org/10.1007/s11165-007-9063-8
  • National Academies of Sciences, Engineering, and Medicine. (2018). Science and engineering for grades 6-12: Investigation and design at the center. National Academies Press. https://doi.org/10.17226/25216
  • Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23(5), 441-467. https://doi.org/10.1080/09500690010006518
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199
  • Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27, 1853-1881. https://doi.org/10.1080/09500690500339654
  • Palmer, D. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46(2), 147-165. https://doi.org/10.1002/tea.20263
  • Pantazis, S., Stylos, G., Kotsis, K. T., & Georgopoulos, K. (2021). The effect of 3D printing technology on primary school students’ content knowledge, anxiety and interest toward science. International Journal of Educational Innovation, 3(1), 38-50.
  • Postiglione, A., & Angelis, I.D. (2021). Students’ understanding of gravity using the rubber sheet analogy: An Italian experience. Physics Education, 56, 025020. https://doi.org/10.1088/1361-6552/abd1c4
  • Rablau, C. I., Ramabadran, U. B., Book, B., & Cunningham, R. (2019). The photoelectric effect: Project-based undergraduate teaching and learning optics through a modern physics experiment redesign. In Proceedings of the 15th Conference on Education and Training in Optics and Photonics. https://doi.org/10.1117/12.2523860
  • Reiss, M. J. (2004). Students’ attitudes towards science: A long term perspective. Canadian Journal of Science, Mathematics and Technology Education, 4, 97-109. https://doi.org/10.1080/14926150409556599
  • Salmela-Aro, K. (2020). The role of motivation and academic wellbeing–The transition from secondary to further education in STEM in Finland. European Review, 28(S1), S121-S134. https://doi.org/10.1017/S1062798720000952
  • Sorge, C. (2007). What happens? Relationship of age and gender with science attitudes from elementary to middle school. Science Educator, 16(2), 33-37.
  • Sozen, E., & Guven, U. (2019). The effect of online assessments on students’ attitudes towards undergraduate level geography courses. International Education Studies, 12(10), 1-8. https://doi.org/10.5539/ies.v12n10p1
  • Swarat, S., Ortony, A., & Revelle, W. (2012), Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537. https://doi.org/10.1002/tea.21010
  • Tolstrup, H., Møller, L., & Ulriksen, L. (2014). To choose or not to choose science: Constructions of desirable identities among young people considering a STEM higher education program. International Journal of Science Education, 36(2), 186-215. https://doi.org/10.1080/09500693.2012.749362
  • Vakarou, G., Stylos, G., & Kotsis, K. T. (2024). Probing students' understanding of Einsteinian physics concepts: A study in primary and secondary Greek schools. Physics Education, 59(2), 025004. https://doi.org/10.1088/1361-6552/ad1768
  • van Griethuijsen, R. A. L. F., van Eijck, M. W., Haste, H., den Brok, P. J., Skinner, N. C., Mansour, N., Gencer, A. S., & BouJaoude, S. (2015). Global patterns in students’ views of science and interest in science. Research in Science Education, 45, 581-603. https://doi.org/10.1007/s11165-014-9438-6
  • Velentzas, A., & Halkia, K. (2013). The use of thought experiments in teaching physics to upper secondary level students: Two examples from the theory of relativity. International Journal of Science Education, 35(18), 3026-3049. https://doi.org/10.1080/09500693.2012.682182
  • Zeidler, E. (2016). Phenomenology of the standard model for elementary particles. Quantum field theory I: Basics in mathematics and physics: A bridge between mathematicians and physicists. Springer. https://doi.org/10.1007/978-3-540-34764-4