Academic journal article International Education Studies

A Study of Current and Desired State of Physics Education in Iranian Female Secondary Schools

Academic journal article International Education Studies

A Study of Current and Desired State of Physics Education in Iranian Female Secondary Schools

Article excerpt

Abstract

This study has examined the characteristics of physics teachers, their professional competences, supplies of equipments and technologies, appropriate textbooks and motivational factors in students' learning of physics from female physics teacher's points of view. The population included all female physics teachers in Isfahan city and a total of 88 teachers were selected as sample of study. The study was a descriptive survey that used researcher made questionnaire consists of 46 items. Cronbach's alpha coefficient for this scale was set to be .95. For data analysis, descriptive statistics, t-tests and ANOVA test were used. The results showed that in the present state, physics teachers have a low level of scientific knowledge. In terms of professional skills, their abilities were average and educational equipments and technologies were available at low level. Moreover the satisfaction of female physics teachers of books and educational texts was moderate. Meanwhile, the motivation for learning the lessons of physics was moderate. Also the results in desired state showed that all components of study could be effective in learning physics. Accordingly, it is recommended to enhance learning and teaching physics education, school should be equipped to supplies and technologies for teaching physics, including virtual laboratory.

Keywords: Education, Science education, Physics education, Current state, Desired state, Secondary education

1. Introduction

Science education is an important part of educational activities in schools. Due to the nature of science education it has very large differences with the other domains of human knowledge. Therefore requires the use of appropriate techniques in their learning and teaching processes (Soltani, 2004). Science education experts consider three following objectives for teaching science in different disciplines and different levels:

-Knowledge Transferring: The courses consist of a series of principles, rules and regulations that constitute the basic knowledge of science.

-Creating and developing the necessary skills like as: 1- Observation; 2- Measuring; 3- Data collection 4Interpretation of results; 5- Hypothesizing; 6- Provision; 7-Application of Tools; 8-contact; 9- designing of research.

-Creating and developing the necessary attitudes. (Ahmadi, 2006).

The objectives of physics education are classified knowledge, skills, and attitudes.

1-Objectives of Knowledge: knowledge about the concepts, laws and theories of science is necessary to learn skills and increasing knowledge. These objectives include:

Knowledge: 1- Familiarity with definitions, terms , symbols, concepts, laws and theories 2- Familiarity with physical relationships and their analysis 3- using the theory and laws to explain physical phenomena;

2- Objectives of Skills:

A: Mental skills: 1 - the ability to design and conclusion of carried out experiments 2 - the ability to Hypothesizing 3 - the ability to predict events based on the experiences;

B: Practical skills:

1 -The ability to doing some experiments and physical data collection and analysis of them 2 - the ability to measuring and calculating some quantities 3 - the ability to build some tools for doing physics experiments.

3- Objectives of Attitude: 1- Understand the importance and role of physics in understanding the greatness of creation; 2- Strengthening the sense of curiosity about physical phenomena. 3- Create and reinforce scientific thinking and a sense probe to explore the causal relationship between the physical phenomena; 4-Reinforce the critical view of physical theories (Motamedi, 2007).

The findings of the Third International Mathematics and Science Study in 2003 in Iran and many developing countries demonstrated very poor results in all tests of Iranian students. This shows that the quality of science education in Iran is lower than international standards (KiaManesh, and Khalkhali, 2002). …

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