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Paths towards success and failure in physics at G.C.E. advanced level: a longitudinal study of pupils' attitudes

By Anthony Pell

Abstract

In a longitudinal study of pupils' attitudes towards physics in the fifth- and sixth-forms, it has been found that meaningful clusters of pupils exist at both levels. The criterion outcomes of physics attainment and enjoyment can be characteristically 'predicted' for each stereotype grouping. A planned, 'logical' method of teaching, which encourages discussion and speculation supported by visual media, permits attainment and attitudes to be for maximised two-thirds of the sixth-form groups. A similar approach in the fifth-form, which also provides for teaching-for-understanding, is recommended for five of the seven pupil- types identified. Practical teaching strategies are outlined for dealing with physics classes comprising a range of pupil-types.\ud \ud From an analysis of teachers' perceptions of effective science teaching behaviour, seven teacher stereotypes have emerged.\ud \ud A group of 'optimum outcome' classes has been identified in the fifth-form. These classes are taught by 'model teachers', who recognise the nature of science and teach by experiment, based on a coherent theory of learning.\ud \ud Generally, physics is rated the most difficult of the common academic subjects in the fifth-form. This rating is little different even for the A-level physics choosers.\ud The latter tend to select the subject primarily for career reasons. Physics is rejected at A-level because of its difficulty and a lack of interest in the O-level course.\ud \ud Subject enjoyment deteriorates for boys during the sixth-form course, but remains stable for the girls. Course outcomes vary according to G. C. E. A-level examining board.\ud \ud Attainment and enjoyment generally show a significant association, although this disappears for girls in the upper sixth-form

Publisher: University of Leicester
Year: 1982
OAI identifier: oai:lra.le.ac.uk:2381/7836

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  1. Individual homework and practical accounts are assessed and discussed rather than mathematics
  2. Learning is by finding out by oneself after each
  3. Several teachers take the class, each one
  4. Students with an O-level background of a matched classroom environment with a comprehensive exposure tb the varied,, -teaching-for-understanding
  5. Students' practical work occurs in groups of
  6. Teaching for the most able doi
  7. Teaching is by lectures with experimental demon-
  8. the course is devoted
  9. The special type of TABLE 9.5.11. doi
  10. The teacher anticipates the students' problems
  11. The teacher guides you in your learning, acting as a source of information,
  12. The teaching style P 2.91 2.90 2.86 2.80 2.58 encourages the interest E 1.74** 2.35** 1.91** 2.03** 1.32** of the student ----- - -------
  13. To help you understand, films, filmstrips and filmloops, are used as

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