Effect of a long‐term in‐service training program on teachers' beliefs about the role of experiments in physics education

Abstract

The basis of this paper concerns a one‐and‐a‐half year in‐service training program (In‐service Training for Physics Teachers; 40 ECTS credits) for physics teachers (Grades 7–12, n = 98) designed to enhance both their subject knowledge and pedagogical content knowledge. The role of laboratory experiments in physics education in particular was discussed during lectures, seminars, and through an e‐mail list. This discussion centered on the epistemic role of experiments in the teaching of physics. Working in permanent small groups was also central to the training program. Following the active phase of the project, a survey was organized to clarify the teachers' beliefs about the role of experiments. The teachers' descriptions showed that approximately 20% had improved their use of experiments in conjunction with the goals of the In‐service Training for Physics Teachers program.

Notes

In this paper the term ‘models of teaching’ is used generally for any teaching, learning or instructional method, model, strategy or classroom practice that emphasizes the role of experiments and helps students to acquire new concepts, ways of thinking and related skills (see Joyce and Weil 1996: 7).

The book is in Finnish. An English translation of the introduction and the list of contents can be found on the home pages of the program (DFCL 1999).