search for
Analysis of Physics Education Theory in the Questions on the Employment Examination for Secondary School Physics Teacher
New Phys.: Sae Mulli 2018; 68: 117~123
Published online January 31, 2018;
© 2018 New Physics: Sae Mulli.

Kyunghee KANG*

Department of Science Education, Education College, Jeju National University, Jeju 63243, Korea
Correspondence to:
Received September 8, 2017; Revised September 22, 2017; Accepted September 22, 2017.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to analyze the contents of physics education shown in the questions on the middle-school physics teacher employment examination. The analysis was performed on the questions given in the physics section of the middle school physics teacher employment examination during the 2002~2017 school years. For the analysis, the contents of physics education were divided into the history of science and the philosophy of science, physics inquiries, physics curricula, physics learning theories, physical learning models, physical teaching-learning strategies, and physics learning evaluations. In the domains of the history of science and the philosophy of science, modern theories on the philosophy of science were frequently given whereas questions about the traditional philosophies of science were relatively fewer. In the domain of learning theories, many questions related to changes in misconceptions were given. In the domain of teaching-learning strategies, comparison, concept maps, and V-diagrams were most frequently dealt with. In the domain of evaluations, questions about the creation of checklists associated with curriculum evaluations were repeatedly used.
PACS numbers: 01.40.jc
Keywords: Middle-school physics teacher employment examination, Physics education theory, Physics curriculum, Learning theory, Teacher education

February 2018, 68 (2)
  • Scopus
  • CrossMark