Teaching for understanding: A substantive-level theory of teaching introductory Physics

Abstract

Using Grounded Theory approach, this study puts forward a substantive-level theory of teaching Introductory Physics. Sixteen (16) faculty members from the Physics Department of a private higher educational institution in Manila, Philippines were observed during their actual classroom teaching. From this group, eight (8) were interviewed regarding their purposes and goals for teaching Introductory Physics. Using the data generated from classroom observation field notes and interview transcripts, and subjecting said data to a constant comparative method, the initial core categories and their properties were developed. Analytic memos were written to show the relationship between and within the categories that had been created. The result of the research process is an articulation of how the six core categories are related to each other – “The teacher and the learner, in partnership, working towards learning the language of Physics supported by a conducive learning environment and lesson design, with the end in mind of understanding the physical world”. The insights gleaned in the study can be used by both beginning and established Physics teachers in their development and in examining their own teaching practice.