Opinions of Physics Teachers on the Teaching of Physical Constants

N

10

Foreign Countries; Science Teachers; Physics; High School Teachers; Teacher Attitudes; Science Instruction; Teaching Methods; Scientific Concepts; Secondary School Science

The aim of the study is to reveal physics teachers' views on constants in teaching physics subjects that include physical constants. The phenomenology approach, one of the qualitative research designs, was used in the study. The study group consists of a total of 10 physics teachers, 2 female and 8 male, working in five public high schools in two central districts of a province with metropolitan status in the east of Turkey. Data were collected using an opinion form containing three open-ended questions about physical constants prepared by the researcher. Descriptive analysis method was used to organize the data. Taking into account the similarities of the written answers, they were grouped under certain categories. The grouped answers of physics teachers, the number of men and women who wrote the answers and the total number of participants were transferred to the relevant tables prepared separately for each question. In addition, semi-structured interviews were held with 5 volunteers and free time participants among the 10 physics teachers who made up the study group. The opinions expressed by the participants in the interviews were examined and 4 opinions that were considered important and interesting were given verbatim in the findings section. Physics teachers' answers (60.0%) such as "No explanation is given because they are constants" and "Explanations are made as written in the reference books and their numerical values are given exactly" support the claim that physical constants are not taken into consideration in the teaching process.

As Provided

2024

ED638117