Classroom perceptions of physics and the introduction of technological applications

Abstract

This study explores the classroom perceptions of physics held by both teachers and students. A method of introducing technological applications into the classroom based on the generative learning model is investigated. Students’ views of school physics were examined by interviews with 60 7th form (17-18 years) students and surveys with 426 6th form (16-17 years) and 168 7th form physics students. The interviews and surveys showed that physics students generally had negative perceptions of school physics. The students ascribed these perceptions mainly to the apparent lack of relevance. The study also examined the students’ reasons for studying physics at secondary school and university. The major reasons given were career choice and interest. There were significant gender differences in career choice. The initial career destination of New Zealand physics graduates was also investigated. The ideas of the generative learning model and mini-theories were used as a theoretical base for the introduction of technological applications. One of the important aspects of these models is the learner’s existing knowledge (which includes interests). The students’ interests in technological applications were explored by interviews (40 students) and surveys (500 students). The results indicated that students were interested in applications within their own environment, directly involving people and aspects which corresponded to their intended careers and anticipated needs. There were gender differences in interest. Students were generally not interested in ‘school’ physics or domestic applications. Teachers’ approaches to the teaching and learning of school physics were examined by interviews (12) and their views on the introduction of technological applications were investigated by surveys (204). The findings were consistent with a transmission view of teaching and an overloaded syllabus. In a small study possible ways of introducing technological applications were examined. A new teaching strategy, based on the generative learning model, was developed for the two 7th form physics topics of electrical capacitance and the Doppler effect. These strategies were initially trialled with two classes and then with other classes at two other schools. The classes were observed throughout the trials and teacher and student interviews were undertaken. Compared with the previous teaching programmes the students were generally very positive about the approaches. The reasons students gave for being more positive were; the introduction of technological applications that they were interested in and could relate to, the experiments. individual projects, the class discussions and being able to explore ideas for themselves. They were also more confident to attempt traditional physics problems. The implications of the findings for teaching and learning, the curriculum and further research are discussed in the final chapter.