Learning how to teach experiments in the school physics laboratory

Abstract

The focus of this research is in the broader area of physics teacher education. The aim is to investigate physics teachers’ efforts to learn how to teach and assess experiments, and in particular, concepts related to scientific evidence in the school physics laboratory. The study has looked at the participants as both learners and prospective teachers. It has taken place within the context of the course “Secondary Science Lab Applications” within a pre-service teacher education program in a Department of Secondary Science and Mathematics Education. Twenty-four students participated. The participants: a) revised the main concepts related to scientific practices (in particular, experimental validity and reliability of measurement), b) developed lesson plans, teaching and assessment methods and, c) taught school physics experiments. Interviews were conducted with the participants during their preparation for teaching and after teaching. They were observed when teaching and all classes were videotaped. A qualitative and quantitative data analysis identified particular trends among the participants. Students’ difficulties while they designed, carried out experiments and wrote lab reports were identified, as well as the difficulties they experienced when teaching experiments.