Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Physics--Study and teaching (Secondary)--Iowa; Physics teachers--Iowa; Physics--Study and teaching (Secondary); Physics teachers; Iowa;
Abstract
The purpose of this study was to explore the perceptions of the physics teaching experiences of selected Iowa physics teachers who have an undergraduate major in biology. Using a qualitative approach, 18 teachers who met the criteria of the study were interviewed in person or by telephone. The transcribed interviews served as the data which was analyzed inductively throughout the study. As the interview process continued, patterns emerged in the experiences of these teachers and in how these experiences affected their perceptions of teaching physics. While perceptions of the first physics teaching experience varied, all those interviewed reported feeling more positive about their current physics teaching situation. Factors identified as contributing to their perceived success included: using hands-on activities, maintaining a student-centered classroom, PRISMS, mentors, and teaching experience. Factors identified as having a negative impact on their perceived experience were: having too many preparations, the extra time required for preparing for a physics class, lack of coursework in physics, and the difficulties in preparing and presenting valuable laboratory activities. The teachers interviewed coped with the challenges and frustrations and reported a general feeling of success in their physics teaching experience. The coping mechanisms identified included: supportive spouses and families, the support of mentors, taking PRISMS and other coursework, and changing their daily schedule to either spend the time required or to alleviate time pressures. The physics teaching experience can be successful for those teachers with an undergraduate major in biology and presumably for teachers with other majors. Recommendations for making the experience successful included: drawing on past experience; taking additional coursework, especially PRISMS; cultivating a relationship with a mentor; limiting the time demands; and changing science education for teachers. This final suggestion was for those who prepare science teachers to use a hands-on methodology that could be modeled in the future teacher's classroom instead of using a lecture-demonstration format.
Year of Submission
1994
Degree Name
Master of Arts
Department
Department of Biology
First Advisor
David McCalley
Second Advisor
Daryl D. Smith
Third Advisor
Roy D. Unruh
Date Original
1994
Object Description
1 PDF file (591 leaves)
Copyright
©1994 Jody Williams Bintz
Language
en
File Format
application/pdf
Recommended Citation
Bintz, Jody Williams, "A Qualitative Study of the Perceptions of the Physics Teaching Experiences of Selected Iowa Teachers Who Have an Undergraduate Major in Biology" (1994). Dissertations and Theses @ UNI. 2093.
https://scholarworks.uni.edu/etd/2093
Comments
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