Speaker
Stephen Gammell
(Centre for the Advancement of STEM Teaching and School of Physical Sciences, DCU Faculty of Science and Health, Dublin City University, Ireland)
Description
Instructional practices in physics classrooms are recognised as having a strong influence on students’ lack of interest and continuation in studying physics. Teachers’ beliefs are reported to have a significant influence on their classroom practices. This study presents the beliefs of 32 secondary teachers' and their classroom practices, after completing a two-year professional learning programme in physics. Findings reveal that teachers’ have stronger beliefs about the importance of child-centred learning and that there is a positive correlation between their child-centred beliefs and their use of inquiry-based learning in physics education.
| Education level | Pre-service and in-service teacher education |
|---|---|
| Physics topic | Full curriculum |
| Research focus | Other |
| Research method | Analytic Physics Education Research (Quantitative research) |
| Organizing preference criteria | Track |
Author
Stephen Gammell
(Centre for the Advancement of STEM Teaching and School of Physical Sciences, DCU Faculty of Science and Health, Dublin City University, Ireland)
Co-author
Dr
Eilish McLoughlin
(Centre for the Advancement of STEM Teaching and School of Physical Sciences, DCU Faculty of Science and Health, Dublin City University, Ireland)
