Determining In-Service Training Needs of Physics Teachers for Inquiry Based Curricula (original) (raw)
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This study is a qualitative case study conducted to examine the deficiencies and needs for the implementation of the investigative inquiry program in physics classes. The study was carried out at Science High School (SHS), Anatolian High School (AHS), and Technical Vocational High School within the scope of purposeful sampling determined according to school type. In the study, observations were made in physics classes. Interviews were conducted with the teachers of the observed classes. The obtained data were subjected to descriptive analysis. Observation and interview data were interpreted together. It was observed that the teachers had classroom discussions over the daily life examples and models in the lesson. It can be said that teachers try to create an inquiry-based teaching environment in this way. It can be said that teachers are willing to teach based on inquiry, but they see some situations as obstacles in practice. Some suggestions are presented in the context of the research results. It is thought that the results of this study and the suggestions made will help teachers and administrators plan and set up activities for in-service training.
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This study aimed at investigation of the development of elementary science teachers' subject matter knowledge through some selected hands-on activities based on inquiry-based instruction. 58 voluntary elementary science teachers participated in the study with non-random convenience sampling. The elementary science teachers in the study carried out 15 inquiry-based hands-on physics activities. To assess Subject-Matter Knowledge (SMK), three instruments about some selected physics content (mechanics, optics, pressure, electricity, and heat) and science process skills were utilized as pretests and posttests: Traditional Problems Test (TPT), Context-Based Problems Test (CBPT), and Science Process Skills Test (SPST). Scores, particularly on the TPT and CBPT, indicated unsatisfactory levels of SMK in physics. Furthermore, performances were better on the TPT rather than the CBPT. In consequence, the inquiry-based hands-on physics activities were observed to help the elementary science teachers improve their SMK especially in terms of the CBPT scores. Finally, the SPST scores failed to reflect the progress in science process skills probably due to fatigue of testing. In sum, engagement in inquiry-based hands on physics activities seems to help the elementary science teachers develop especially their substantive knowledge.
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Background: Inquiry-Based Science Education (IBSE) is an educational strategy in which students follow methods and practices similar to those carried out by scientists to build new knowledge. Aims: The objective of this research has been to analyze the challenges posed by inquiry activities in the initial training of physics teachers. Methods: The present study was exploratory in nature. The sample was made up of 60 students from a physics teacher training program. The data were collected through the Mathematics and Science in Life questionnaire, MASCIL. Results and Discussion: showed that inquiry activities are a potential resource for science education. In addition, it was found that when the activities are implemented systematically (that is, planned and designed with well-defined purposes), both students and teachers are more active and committed in their participation, and students can improve their performance. Likewise, the results showed that teachers have positive views bas...
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The purpose of this study is to determine missing knowledge of pre-service physics teachers related to the subjects of optics, energy, force and motion and try to overcome the imperfect knowledge problem using differentiated instruction. The study was conducted with 26 pre-service physics teachers. Before intervention three different multiple choice tests (pre-tests) was implemented to pre-service physics teachers for determine their missing knowledge. After this determination, one of the researchers lectured pre-service physics teachers during eight weeks using differentiated instruction. Two weeks after instruction multiple choice tests was implemented again as post-tests. Paired sample t-test was conducted to determine whether there is a significant difference between the tests. There were significant differences in all three units in favour of post-test results. This means that the lack of knowledge of the teachers have been largely resolved.
Eurasian Journal of Physics and Chemistry Education, 2013
In the present Turkish High School Physics Curriculum (THSPC), it was explicitly stated that physics teachers should use various teaching methods and techniques such as 5E, 7E, cooperative learning, inquiry-based learning, and problem solving in their instructional practices. Although the use of multiple methods and techniques has been suggested by the national physics curriculum, it is probable that teachers do not teach by using various instructional methods and techniques. Some factors, especially their beliefs about how to teach physics according to the THSPC, can affect their use of various teaching methods and techniques. Identifying teachers' teaching beliefs related to the THSPC and investigating the reflection of these beliefs in their instructional practices can contribute to effective implementation of the THSPC. In this regard, the purpose of this study was to identify physics teachers' beliefs about how to teach physics according to the THSPC and to investigate the extent of reflection of these beliefs in their teaching. Four teachers from different schools participated in this study. Data was collected through interviews, open-ended questionnaire and classroom observations. According to the data results, all physics teachers believed that they could teach physics according to the THSPC by giving examples from daily life, and creating a discussion environment. In addition, the classroom observations showed that they generally used these two teaching techniques in their instructional practices.