Identifying Approaches to Secondary School Physics Teaching
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| Title: | Identifying Approaches to Secondary School Physics Teaching |
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| Language: | English |
| Authors: | Samira Bahrami (ORCID |
| Source: | Journal of Turkish Science Education. 2025 22(4):770-800. |
| Availability: | Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Science, Science Instruction, Physics, Science Teachers, Secondary School Teachers, Teaching Methods, Student Centered Learning, Conventional Instruction, Blended Learning, Gender Differences, Teaching Experience, Educational Attainment, Foreign Countries |
| Geographic Terms: | Iran |
| ISSN: | 1304-6020 |
| Abstract: | The purpose of this study was to investigate the instructional approaches of physics teachers using a developed questionnaire and to assess the impact of demographic factors on these approaches. The study utilised a quantitative approach through a survey methodology. A total of 573 physics teachers from secondary schools in Iran were randomly selected to complete the researcher-made questionnaire. The data analysis revealed that physics teachers use three main approaches: one which focuses on learner-centred strategies (Approach A); one which focuses on teacher-centred strategies (Approach C); and one which shares characteristics of both (Approach B). The results showed that teachers tend to use a combination of these approaches in their teaching, with Approach B being the most commonly used. Furthermore, no significant relationship was found between teachers' teaching approaches and their gender or educational levels. However, the number of years of service did have an impact on teachers' teaching approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492875 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to investigate the instructional approaches of physics teachers using a developed questionnaire and to assess the impact of demographic factors on these approaches. The study utilised a quantitative approach through a survey methodology. A total of 573 physics teachers from secondary schools in Iran were randomly selected to complete the researcher-made questionnaire. The data analysis revealed that physics teachers use three main approaches: one which focuses on learner-centred strategies (Approach A); one which focuses on teacher-centred strategies (Approach C); and one which shares characteristics of both (Approach B). The results showed that teachers tend to use a combination of these approaches in their teaching, with Approach B being the most commonly used. Furthermore, no significant relationship was found between teachers' teaching approaches and their gender or educational levels. However, the number of years of service did have an impact on teachers' teaching approaches. |
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| ISSN: | 1304-6020 |
