Ex) Article Title, Author, Keywords
New Phys.: Sae Mulli 2021; 71: 476-489
Published online May 31, 2021 https://doi.org/10.3938/NPSM.71.476
Copyright © New Physics: Sae Mulli.
Jongwon PARK1, Insun LEE2*
1Department of Physics Education, Chonnam National University, Gwanju 61186, Korea
Based on the assumption that the teacher's perception of modern physics affects modern physics teaching, this study examined perceptions of pre-physics teachers and physics teachers about the concepts of relativity and quantum physics presented in the high school curriculum. To do this, we used the repertoire grid technique to extract four adjective pairs (difficult to understand-easy, strange-plain, interesting-boring, difficult to calculate-easy) from 29 pre-science teachers. Using this, we developed a Likert-type questionnaire and 61 pre-physics teachers and 75 physics teachers responded. The result shows that although the respondents perceived modern physics as difficult to understand, the perceptions was not so strong. The perception of strangeness is higher, indicating that it is positive for motivating students’ learning. However, recognizing that modern physics needs to be related to students’ everyday experiences, some teaching ideas for this purpose are suggested. The perception of interest was also relatively high. The perception of calculation was only investigated for quantum theory, which was perceived to be difficult, but not so high. In addition, the differences in perception between individual concepts, differences between quantum theory and relativity concepts, and differences between pre-physcis teachers and physics teachers were statistically analyzed. These results are expected to be used as basic data for teaching modern physics.
Keywords: Teachers’ perception, Modern physics, Relativity, Quantum physics, Physics education, Physics teacher