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Analysis of Middle School Science Teachers’ Difficulties in Teaching Physics Inquiry in Textbooks
New Phys.: Sae Mulli
Published online February 20, 2018;  
© 2018 New Physics: Sae Mulli.

Seyeon Lee, Bongwoo Lee*
Received January 26, 2018; Revised February 13, 2018; Accepted February 20, 2018.
The purpose of this study is to analyze the Korean middle school science teachers’ difficulties in teaching physics inquiry in textbooks. For this purpose, 102 middle school science teachers took part in questionnaire. We asked teachers to evaluate the degree of difficulty in teaching each inquiries. Additionally, we asked teachers to select two most difficult inquires to teach and express the reasons. The teachers’ responses were analyzed into 4 domains (textbook, environment, student and teacher) and 12 categories. The main results are as follows: First the degree of difficulty for the whole inquiry is 2.9, indicating a normal level of difficulty. The 3 most difficulty inquiries are ‘finding net force acting on a constantly changing object(3.7)’, ‘observation of reflection and refraction of water wave(3.7)’ and ‘conservation of mechanical energy of falling object(3.6)’. Second, the difficulty of teaching physics inquiry is greater in male teachers than in female teachers, in non-physics majors than in physics majors, and in low career teachers and high career teachers than middle career teachers. Third, the reason why it is difficult to teach inquiry is found most frequently in the textbook domain, especially there are many opinions that it is difficult to obtain experiment results that are consistent with the physics theory. In the environmental domain, there are many opinions that it is difficult to prepare experimental instruments and materials, and there are many opinions that students are not able to manipulate experimental instruments in the student domain. Based on the results of the research, we discussed various ways to activate physics inquiry in middle school.

March 2018, 68 (3)
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