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Analysis of Middle School Science Teachers' Difficulties in Teaching Physics Inquiry in Textbooks
New Phys.: Sae Mulli 2018; 68: 411~421
Published online April 30, 2018;
© 2018 New Physics: Sae Mulli.

Seyeon LEE, Bongwoo LEE*

Department of Science Education, Dankook University, Yongin 16890, Korea
Correspondence to:
Received January 26, 2018; Revised February 13, 2018; Accepted February 20, 2018.
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 Korean middle-school science-teachers' difficulties in teaching physics inquiry in textbooks. For this purpose, 102 middle-school science teachers completed a questionnaire. We asked teachers to evaluate the degree of difficulty in teaching each inquiry. Additionally, we asked teachers to select the two most difficult inquires to teach and to express their reasons for these selections. 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 all inquiry is 2.9, indicating a normal level of difficulty. Second, the difficulty of teaching physics inquiry is greater for male teachers than for female teachers, for non-physics majors than for physics majors, and for highly experienced teachers and beginning teachers than middle-career teachers. Third, the biggest difficulties for teachers in each domain are a problem with the experiment itself, difficulty in preparing experimental instruments and materials, lack of ability of students to manipulate the apparatus, etc.
PACS numbers: 01.40.ek,
Keywords: Inquiry, Teaching inquiry, Difficulty, Middle school physics, Textbook, Science teacher

April 2018, 68 (4)
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