On the Declining Interest in Physics among Students--From the Perspective of Teachers

Autor/inn/en	Oon, Pey-Tee; Subramaniam, R.
Titel	On the Declining Interest in Physics among Students--From the Perspective of Teachers
Quelle	In: International Journal of Science Education, 33 (2011) 5, S.727-746 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Graduates; Physics; Foreign Countries; Males; Student Attitudes; Teacher Attitudes; Secondary Education; Two Year Colleges; Enrollment; Gender Differences; Data Analysis; Curriculum Development; Mathematical Concepts; Career Choice; Science Education; Singapore + Suchen Sie Ihr Suchwort? Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Physik; Ausland; Male; Männliches Geschlecht; Schülerverhalten; Lehrerverhalten; Sekundarbereich; Einschulung; Geschlechterkonflikt; Auswertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Naturwissenschaftliche Bildung; Singapur
Abstract	This study examines physics teachers' views on factors that contribute to the declining interest in physics among school students. A total of 190 physics teachers from 91 secondary schools and nine junior colleges in Singapore participated in this study, which used a survey instrument to seek their views. Rasch analysis was used to analyze the data. The findings showed that teachers are uncertain about the career prospects of physics graduates and are not very optimistic about the market demand for physics graduates. They feel that physics seems to be difficult and abstract to students. The perception that physics is for boys seems to be rooted in society. The teachers emphasized the importance of co-curricular activities and laboratory work to enhance interest of students in learning physics. We provide several recommendations to arrest the declining interest in physics at the school level. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10