Teachers' transformational practices in high school physics classes

Abstract

This qualitative study describes and analyzes the transformational and instructional practices of 15 high school physics teachers as they implement their lesson plans. It also looks into the factors influencing the teachers' decisions in the implementation of physics lessons.
The study reveals that their teaching styles are guided by some belief systems in their implementation of lessons. Likewise, the availability of textbooks and other references; laboratory apparatuses, computers and calculators; instructional materials and visual aids; and good classroom conditions were perceived to influence teachers' decision in the implementation of lessons. The teachers used available information sources as bases for instructional decisions in the implementation of physics lessons.
The study also discloses that the teachers' transformational and instructional practices are consistent with some theories of teaching and learning. The physics concepts and terms are represented through linguistic expressions, criterial attributes, images, exemplars, analogies and metaphors, and kinesthetic or tactile. Most of the examples provided were the direct experiences of every individual in his immediate community. The rich experiences and activities of the teachers at home, school, farm, and the immediate community were mostly the cited ways of representing physics concepts and their students supported these as they also jibed with their experiences.
The teachers of physics are afraid of committing errors or transmitting misconceptions to their students. They put off issues that arise in class discussions and give these as assignment. Likewise, the teachers conduct exhaustive research about previous misconceptions and set things straight the following day.
The study identifies many recognizable patterns in their manner of teaching and it ends with a well of suggestions for further research in both preservice and inservice teacher education.