Primary school teachers’ attitudes towards experimentation in physics teaching

Ioannis Vlachos 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 1, pp. 60-70. https://doi.org/10.30935/scimath/13830
Published Online: 25 October 2023, Published: 01 January 2024
OPEN ACCESS   846 Views   473 Downloads
Download Full Text (PDF)

ABSTRACT

The physics’ subject aims to provide the student with a broad understanding of the physical phenomena that occur around them every day and introduce them to the scientific search. The use of experiments in the teaching of the subject contributes to the understanding of these phenomena, the development of skills and critical thinking and has many benefits for the emotional, social and psychomotor fields of the students. In total, 178 primary school teachers who have taught physics from West Greece, were enrolled in our study. All participants completed a questionnaire electronically, based on teachers’ attitudes towards physics teaching on specific factors. No differences were found between genders, teachers’ attitudes towards the use of physics experiments are not affected by their years of service with minor exceptions, while teachers develop more positive attitudes towards experiments over the years of teaching physics. Moreover, teachers’ field of study plays an important role on their attitudes towards experiments, there are no differences to the age group of teachers and their attitude towards the use of experiments in the teaching of physics with an exception. Though further research is needed, our questionnaire helps to identify factors that affect teachers’ attitudes towards performing experiments in physics teaching.

CITATION

Vlachos, I., Stylos, G., & Kotsis, K. T. (2024). Primary school teachers’ attitudes towards experimentation in physics teaching. European Journal of Science and Mathematics Education, 12(1), 60-70. https://doi.org/10.30935/scimath/13830

REFERENCES

  • Andersen, H. K., Mayer, J., Hornung, G., & Thyssen, C. (2019). Attitude-behavior relations in teaching natural science. Results from a longitudinal study using the theory of planned behavior. SocArXiv. https://doi.org/10.31235/osf.io/dntw2
  • Ates, O., & Eryilmaz, A. (2011). Effectiveness of hands-on and minds-on activities on students’ achievement and attitudes towards physics. Asia-Pacific Forum on Science Learning and Teaching, 12(1), 6.
  • Chiaverina, C., & Vollmer, M. (2005). Learning physics from the experiments. https://www.semanticscholar.org/paper/Learning-physics-from-the-experiments-Chiaverina-Vollmer/24e2fdf15ec1981931489422052ab1630ee5ee18
  • Denessen, E., Vos, N., Hasselman, F., & Louws, M. (2015). The relationship between primary school teacher and student attitudes towards science and technology. Education Research International, 2015, 534690. https://doi.org/10.1155/2015/534690
  • Duit, R., & Confrey, J. (1996). Reorganizing the curriculum and teaching to improve learning in science and mathematics. In D. F. Treagust, R. Duit, & B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 79-93). Teachers College Press.
  • Franklin, A., & Perovic, S. (2021). Experiment in physics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy.
  • Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. https://catalogue.nla.gov.au/catalog/879767
  • Gott, R., &Duggan, S. (1996). Practical work: Its role in the understanding of evidence in science. International Journal of Science Education, 18(7), 791-806. https://doi.org/10.1080/0950069960180705
  • Gunesş, T., Dilek, N. S., Celikoglu, M., & Demir, E. S. (2011). The using levels of the teaching methods and techniques by teachers. Procedia-Social and Behavioral Sciences, 15, 1092-1096. https://doi.org/10.1016/j.sbspro.2011.03.244
  • Haagen-Schützenhöfer, C., & Joham, B. (2018). Professionalizing physics teachers in doing experimental work. Center for Educational Policy Studies Journal, 8(1), 9-34. https://doi.org/10.26529/cepsj.333
  • Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28, 115-135. https://doi.org/10.1080/0022027980280201
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Jarvis, T., & Pell, A. (2004). Primary teachers’ changing attitudes and cognition during a two-year science in-service program and their effect on pupils. International Journal of Science Education, 26, 1787-1811. https://doi.org/10.1080/0950069042000243763
  • Kamtsios, S., & Lolis, T. (2016). Investigating burnout in Greek teachers: Are there any teachers at risk? Hellenic Journal of Psychology, 13(3), 196-216.
  • Koponen, I. T., & Mäntylä, T. (2006). Generative role of experiments in physics and in teaching physics: A suggestion for epistemological reconstruction. Science & Education, 15, 31-54. https://doi.org/10.1007/s11191-005-3199-6
  • Lee, H. S., & Ryu, K. S. (2018). Relationship between the number of experimental classes, the science teaching efficacy belief, and the attitude toward science of physics-based science teachers. New Physics: Sae Mulli, 68, 1005-1014. https://doi.org/10.3938/NPSM.68.1005
  • Lumpe, A. T., Czerniak, C. M., Haney, J. J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34, 153-166. https://doi.org/10.1080/09500693.2010.551222
  • McDonald, C.V., Klieve, H., & Kanasa, H. (2019). Exploring Australian preservice primary teachers’ attitudes toward teaching science using the dimensions of attitude toward science (DAS). Research in Science Education, 51, 1325-1348. https://doi.org/10.1007/s11165-019-09910-z
  • McLeod, S. (2012). Experimental method. Simple psychology. https://www.simplypsychology.org/experimental-method.html
  • National Research Council. (2012). A framework for K-12 science education: Practices, cross cutting concepts, and core ideas. National Academies Press.
  • Olsen, T. P., Hewson, P. W., & Lyons, L. (1996). Preordained science and student autonomy: The nature of laboratory task in physics classroom. International Journal of Science Education, 18(7), 775-789. https://doi.org/10.1080/0950069960180704
  • Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections: A report to the Nuffield Foundation. Nuffield Foundation.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitude towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069960180704
  • Ozkal, K., Tekkaya, C., Sungur, S., Cakiroglu, J., & Cakiroglu, E. (2010). Elementary students’ scientific epistemological beliefs in relation to socio-economic status and gender. Journal of Science Teacher Education, 21(7), 873-885. https://doi.org/10.1007/s10972-009-9169-0
  • Riegle-Crumb, C., Morton, K., Moore, C., Chimonidou, A., & Kopp, S. (2015). Do inquiring minds have positive attitudes? The science education of preservice elementary teachers. Science Education, 99(5), 819-836. https://doi.org/10.1002/sce.21177
  • Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-898. https://doi.org/10.1016/j.paid.2006.09.017
  • Stylos, G., Kamtsios, S., & Kotsis, K. T. (2023a). Assessment of Greek pre-service primary teachers’ efficacy beliefs in physics teaching. Journal of Science Teacher Education, 34(1), 44-62. https://doi.org/10.1080/1046560X.2021.2023959
  • Stylos, G., Kotsis, K., & Mavridis, D. (2016). Anaptiksi kai aksiologisi enos ergaleiou gia ti metrisi ton staseon ton fititon stin aksiopoiisi ton peiramaton sti didaktiki praktiki [Development and evaluation of a tool to measure students’ attitudes towards the use of experiments in teaching practice]. In Proceedings of the Panhellenic Conference on Teaching Lectures and Experimental Teaching in Natural Sciences (pp. 523-531).
  • Stylos, G., Siarka, O., & Kotsis, K. T. (2023b). Assessing Greek pre-service primary teachers’ scientific literacy. European Journal of Science and Mathematics Education, 11(2), 271-282. https://doi.org/10.30935/scimath/12637
  • Sunbul, M., Afyon, A., Yagiz, D., & Aslan, O. (2004). The predicting the academic success, effect of learning strategy, style and attitudes of students in the predicting the academic success in the science lessons in primary 2 stage. In Proceedings of the 12th National Congress of Education Sciences (pp. 1573-1588).
  • van Aalderen-Smeets, S. I., & van der Molen, W. J. H. (2013). Investigating and stimulating primary teachers’ attitudes towards science: Summary of a large-scale research project. Frontline Learning Research, 1(2), 3-11. https://doi.org/10.14786/flr.v1i2.27
  • van Aalderen-Smeets, S. I., van der Molen, W. J. H., van Hest, E. G. W. C. M., & Poortman, C. (2017). Primary teachers conducting inquiry projects: Effects on attitudes towards teaching science and conducting inquiry. International Journal of Science Education, 39(2), 238-256. https://doi.org/10.1080/09500693.2016.1277280
  • van Aalderen-Smeets, S. I., van der Molen, W. J.H., & Asma, L. J. F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96, 158-182. https://doi.org/10.1002/sce.2046
  • Wahono, B., & Chang, C.-Y. (2019). Assessing teacher’s attitude, knowledge, and application (AKA) on STEM: An effort to foster the sustainable development of STEM education. Sustainability, 11(4), 950. https://doi.org/10.3390/su11040950
  • Yesilyurt, M. (2004). Student teachers’ attitudes about basic physics laboratory. Turkish Online Journal of Educational Technology, 3(4), 49-57.
  • Yildiz, E., Akpinar, E., Aydogdu, B., & Ergin, O. (2006). Science teachers’ attitudes towards aims of the science experiments. Journal of Turkish Science Education, 3(2), 2-18.