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Analysis of the Curriculum and the Professors’ perceptions of the Introductory Physics Laboratory in Korea
New Phys.: Sae Mulli 2019; 69: 831~841
Published online August 30, 2019;
© 2019 New Physics: Sae Mulli.

Heekyong KIM1, Bongwoo LEE*2

1Division of Science Education, Kangwon National University, Chuncheon 24341, Korea
2Department of Science Education, Dankook University, Gyeonggi 16890, Korea
Correspondence to:
Received May 29, 2019; Revised July 12, 2019; Accepted July 15, 2019.
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.
In this study, we analyzed the introductory physics laboratory curricula of 14 universities in Korea and examined the professor's perceptions. The main results are as follows. First, professors perceive the goals of an introductory physics laboratory to be an understanding of the physics concept and the development of basic experiment skills and research ability. Second, the introductory physics laboratory curriculum consists of 7.2\% basic education and 69.2\% experiments. Third, professors play a role in establishing the lecture plan, explaining the theory of experiments and giving grades. Assistants play a role in the management of experimental equipment and the provision of guidance for the actual experiments. Fourth, professors’ difficulties are the aging of experiment equipment, the students' lack of understanding of physics and interest in the experiment. Fifth, the lecture on the basic experiment and report writing needs to be extended to include student-led experiments.
PACS numbers: 01.50.Qb,
Keywords: Introductory physics laboratory, Physics experiment, Curriculum, University physics education, Professors’ perception

August 2019, 69 (8)
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