Professional Documents
Culture Documents
Chapter 2
paper.
existing knowledge and the solution of the problem, while Harlen (1999)
to create a new superior rule which is learned and allows the solution of
the problem.
From these definitions, one can say that for an individual to be able to
to solve the problem and thereafter should be able to reason with such
individual should read the problem carefully and try to understand it. One
the situation described in the problem. This makes Physics hard for both
statement, not being able to link the meaning of the problem to their
structure for that specific content area (Gray & Otero, 2017; Tytler, 2017).
about the world and those mathematical representations of the truths are
difficult and may obscure the ideas rather than clarify them. Thus, using
Physics teaching rather than the starting point that is traditionally the case
(Lyons, 2016; Wildy & Wallace, 2015; Osborne, 2016; Linder, 2014; Duit,
Louden, 2013), there is a recognition that such change needs to take into
account the beliefs that teachers hold which influence their teaching,
(Calderhead, 2015).
traditional teaching approaches and may have developed beliefs that are
consistent with the kinds of implicit messages about Physics and learning
de Souza Barros and Elia (2013) that Physics teachers prioritize the
(Thagard, 2015).
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during the fall in 2008 by Thagard (2015) revealed that Physics teachers
these are unique to Physics teaching and some are also true for other
disciplines. Insufficient funds for equipment and supplies topped the list.
problems identified were the following: not enough time to prepare labs,
recognition.
Moreover, they added that Physics was difficult, usually boring, and
more on recall of content knowledge; hence the teachers are focusing more
world applications of Physics. Also, students expect that the content will
be covered so they already have the idea of what to learn. Since there is an
believed that the limited time to work with students, assessment demands,
apply them in novel and real-life situations. They also find it hard to
topics were especially difficult for students who have not learned how to
particularly demanding (Nava & Camarao, 2017; Gutulo & Tekello, 2015).
with unfamiliar and highly technical terms and complicated concepts was
quite arduous for students (Lasry, 2015). Essays (2018) narrated that
shared textbooks. In other places, students had neither textbooks nor any
modules found in the DepEd website and printed only as much material as
they could afford, which they passed to each other (Nava & Camarao,
2017).
where modules were available, students said the learning materials were
for the classroom environment, large class sizes affected student attention
the tendency for students in the back rows was to engage in talking since
they could neither see the board nor hear the teacher. Lack of ventilation
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teachers’ lack of mastery of the content, poor teaching skills and inefficient
and funny.
answer notes. They mustered their own internal motivation and looked to
example, teachers may not share similar instructional goals for Science
and assessments that help students question and expand their ideas about
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students and teachers may become frustrated and less successful when
may become resistant when asked to put forth the effort necessary to
can raise many issues (Nava & Camarao, 2017; Buabeng, 2015; Gray &
Otero, 2017; Schon, 2014; Osborne, 2016; Wallace & Louden, 2013;
Calderhead, 2015).
Physics has gone far beyond the horizons. The apparent increase of anxiety
nature of Physics and difficult concepts in the said discipline. In the case of
hoped that this research adds to our understanding of not only the
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philosophical aspects of teaching Physics but the praxis and the challenges
beliefs have much in common with the cultural myths suggested by Tytler
(2017) and are consistent with another study in which a beginning Physics
knowledge.