Physics: Frightful, but fun' 3 November 2004

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Physics Frightful, but fun. 3 November
2004 Working seminar CSSME, University of Leeds
Carl Angell
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Physics Frightful, but fun. Pupils' and
teachers' views of physics and physics
teaching Carl Angell3 November 2004
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The aims of the project

• explore the factors that influence young
  people's choice to study (or not to study)
  physics in upper secondary school and university

• explore how pupils, teachers and university
  students perceive physics as a subject
• explore how pupils, teachers and university
  students experience physics instruction

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Method

• Questionnaires to the following respondent
  groups
• Grade 12 physics pupils 1 141 responses
• Grade 13 physics pupils 1 051 responses
• Physics teachers 342 responses
• 1st year physics students 196 responses
• 4th year students 49 responses

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Example Closed question
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Example Open questions
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Focus group interviews

• 8 focus group sessions with 54 pupils
• Groups were segmented according to gender
• 4 groups were held with grade 12 pupils and 4
  with grade 13 pupils
• (Also focus group interviews with teachers)

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Physics Hard, but interesting
The subject is (very) difficult The subject is
(very) interesting Instruction is (very) good The
amount of work is (very) big The speed of
instructionis (very) high
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In physics understanding is essential. That might
be problematic, but has also positive
aspects Boy, gr. 13 I hate just accepting too
much, such as in maths (...) pure rote learning,
as I said. (...) But in physics it is OK, right?
Most of it is understanding.
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Girls have higher expectations regarding their
understanding than the boys Girl, gr. 13 I
think maybe boys have an advantage (. . .) girls
have to understand things, right? Because girls
get hooked on it, whereas boys can kind of accept
it more, and then they get on since they just let
it lie
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What is (very) important in school physics?
Doing calculations from basic laws Understanding
everyday phenomena Learning to use measurement
equipment Understanding everyday
technology Experiencing exciting
experiments Getting to know history of
science Forming opinions Understanding the
world
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The social element of physics knowledge appeared
especially important for the girls

• Girl ..it is quite fun, that theory of
  relativity. I got quite fascinated.
• Girl I have explained relativity theory to
  several people, but then they all gave me stupid
  looks when I ...
• Girl (laughing) Yeah, right!

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What is problematic in physics?
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Mathematics in Physics A Problem?

• simple and uncomplicated calculations,
• everyone knows enough maths to do calculations
  in physics.
• If there are (..) teachers who complain that we
  do not know the maths, then at least they should
  show us
• When we have (...) two or three formulas that
  have a connection between them, and then we had
  to do some calculations on them and do some
  changes and such. We are not so good at that

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Mathematics in Physics A Problem?

• It seems that it is the "translation" from a
  physical situation to a mathematical expression
  that causes trouble.

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What I see as most characteristic of physics as a
subject is
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Models

• Boy I lost some interest in grade 12 when it was
  emphasised that this is only a model and reality
  isn't like that.
• Girl Physics is reality in another way, you
  might say
• Girl You don't discuss reality as it is, but in
  a way what lies behind

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Perception of physics instruction
1 - never 2 - seldom 3 - sometimes 4 - often 5 -
very often
Std. error lt 0.06
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The Teacher

• In one of the focus groups, pupils from two
  separate classes with different teachers
  discussed the instruction. It appeared that the
  two teachers used very different methods, but
  both groups of pupils were satisfied with their
  own teacher and maintained that he gave the best
  instruction. This reinforces the impression that
  pupils adapt strongly to the teaching they
  actually do receive.

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Closed system

• The picture that emerges of Norwegian physics
  pupils and their teachers is that they represent
  a "closed system" where both parties seem to get
  the subject they want. Pupils appear quite
  conservative, they are satisfied with the subject
  and the instruction and have few wishes for
  change. The teachers on their side get interested
  and motivated pupils who are very much like
  themselves.

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• What do you see as most characteristic of physics
  as a subject?
• A lot of knowledge we probably never will use in
  our daily life
• Always something to neglect in order that the
  formula should remain valid
• Difficult topics, explained in a even more
  difficult way, with a lot of confusing formulas
• Learn about things that are obvious, that the sky
  is blue and that bodies fall to the ground
• Little philosophy. We never discuss whether
  people perceive things as they really are
• Explanations of things that I didn't think needed
  any explanation, - but turned out to be
  interesting.

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The road ahead

• Make the subject less demanding and
  work-intensive?
• Emphasise science knowledge in context?
• By appearing more "person-oriented" to attract
  girls?
• Use more qualitative/conceptual discussions and
  demonstrations?
• Make the role of experiments more clear?
• Integrate mathematics in the physics course?
• Provide more variation in teaching methods?

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But

• How would such changes be received by the
  teachers and pupils who are presently pursuing
  school physics?
• Will changes in physics curricula and instruction
  styles be enough to change the current trend for
  young people to turn away from the subject?