Abstract
This paper discusses teachers’ interpretations of physics diagrammes. The study based on 55 science and non-science teachers, where a qualitative approach was adopted. First, 12 fundamental physics diagrammes were revealed to the teachers, who were asked to think aloud about them. Science teachers and non-science teachers gave similar answers. It has been observed that only the science teacher cohort extended their explanations. When interpreting the diagrammes, the participants in both groups did not notice certain elements that it was expected they would see. The result of this study can inform how teachers interpret physics diagrammes. This paper contributes to the growing interest in international literature as well as national literature regarding the use of diagrammes for teacher training, because interpreting diagrammes is a comprehensive process, which contains certain elements, such as lines, arrows, curves, colour, and objects with boundaries. Keywords: diagrammes; physics learning; physics teaching; science education
Highlights
One of the essential teaching tools used in science education is diagrammes, in terms of communicating abstract knowledge (Kragten, Admiraal & Rijlaarsdam, 2015)
Another study was that reported by Uesaka and Manalo (2007), who concluded that, though diagrammes are considered as adequate personal tools for solving problems, applied research in education has identified that interpreting diagrams is a common problem
In the first phase of the grounded theory, open coding is used. It began with looking at diagrammes and based on all the interpretation statements of the teachers
Summary
One of the essential teaching tools used in science education is diagrammes, in terms of communicating abstract knowledge (Kragten, Admiraal & Rijlaarsdam, 2015). These diagrammes support student-centered instruction and correct many weaknesses of traditional lecture-demonstration methods (Jackson, Dukerich & Hestenes, 2008). They are ideal for ensuring structural organisation (Tversky, 2001), since they are visualised by students (Harrison & Treagust, 2000). Another study was that reported by Uesaka and Manalo (2007), who concluded that, though diagrammes are considered as adequate personal tools for solving problems, applied research in education has identified that interpreting diagrams is a common problem. Uesaka and Manalo (2007) suggested that diagrammes are transmission tools used to solve problems
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