Using technological contexts for teaching school physics a study based in two cultures

Abstract

The study reported in this thesis explored the process and outcomes of using technological contexts that are relevant to students for the teaching of senior secondary school physics in the Maldives and in New Zealand. Recent research findings indicate that the use of contexts that are relevant to the learner in the teaching of science enhances the affective and cognitive outcomes (e.g. Rodrigues 1993, Yager and Tamir 1993, The Cognition and Technology Group at Vanderbilt 1990, Cosgrove 1989, Jones 1988). These research studies were conducted in western countries, using a strategy referred to in this thesis as contextual teaching. Although these studies indicated that teachers and students may face difficulties in using the contextual approach, very little information about the nature of these difficulties was provided. This study explored the possibility of using the contextual teaching strategy in a non-western country, the Maldives, and further clarified the process by using the same strategy in a western country, New Zealand. Particular attention was given to the difficulties teachers faced in using the strategy for the first time. The research was conducted in four iterative phases. The first phase explored technological contexts students in the targeted populations considered relevant. Students in a sample of boys and girls from Grade 10 and Grade 11 physics classes in the Maldives (n=32) and the corresponding Form 5 science and Form 6 physics classes in New Zealand (n=32) were individually interviewed to clarify their interest and ideas about applications used in an area of technology common to the two countries - telecommunications. The reasons for student interest in the applications were very similar in the two samples. The similarity in student interest in the two samples indicated that similar contextual teaching strategies may be successfully used in physics classrooms in the two countries. During the second, third, and fourth phases of the study classroom interventions, based on the ideas of social constructivism, were conducted in physics classrooms in New Zealand and the Maldives. The interventions were designed to teach secondary school electromagnetism in the two countries. While the second and third phases of the study clarified the process and outcomes of contextual teaching, the last phase of the research concentrated on the difficulties faced by teachers in using the strategy for the first time. The contextual teaching strategies used in this study had similar success with students from the two cultures. The cognitive and affective outcomes for the majority of the students, particularly the weaker students, were enhanced. In spite of the socio-political and economic differences between the Maldives and New Zealand, students responded in a similar manner in the two countries. Teachers, particularly those who were used to organising their lessons along conceptual hierarchies, faced difficulties in using the approach. These difficulties were mainly related to structuring and managing classroom activities during contextual teaching. The difficulties were partially addressed during the study. The outcomes of the study has implications for learning, teaching, teacher development, and curriculum development.