Addressing Learning Difficulties in Junior High School Physics Education: Insights for Curriculum Development and Teaching Strategies
DOI:
https://doi.org/10.35335/jiph.v12i2.35Keywords:
Physics Education, Junior High School, Learning Difficulties, Misconceptions, Curriculum DevelopmentAbstract
This research delves into the intricate analysis of students' learning difficulties in comprehending physics material at the junior high school level. Through a comprehensive investigation involving mixed-methods research, encompassing both qualitative and quantitative approaches, the study sought to identify prevalent misconceptions, cognitive barriers, and socio-economic factors influencing students' understanding of fundamental physics concepts. The research illuminated the pervasive misconceptions encountered by students, particularly in areas related to force and motion, energy conservation, wave behavior, electricity, and abstract concepts in quantum physics. Cognitive barriers, stemming from the abstract nature of physics principles and the incongruence with everyday experiences, posed significant challenges for students in comprehending these complex concepts. Insights from this research emphasized the critical need for innovative pedagogical approaches, integrated with real-world applications, to bridge the gap between abstract scientific principles and students' experiences. Curriculum reforms aimed at contextualizing physics concepts and accommodating diverse learning styles were identified as crucial for fostering an engaging and effective learning environment. Moreover, the study shed light on socio-economic disparities that influenced students' readiness and access to resources, advocating for equity in educational support and opportunities. The findings from this research have far-reaching implications, calling for systemic changes in teaching methodologies, curriculum design, and policy initiatives to enhance the learning experience in physics education. The research serves as a beacon for educators, curriculum developers, and policymakers, guiding them toward transformative changes essential for nurturing a generation of students equipped with a deeper understanding of fundamental scientific principles in physics.
References
Abate, M. A., Stamatakis, M. K., & Haggett, R. R. (2003). Excellence in curriculum development and assessment. American Journal of Pharmaceutical Education, 67(1/4), 478.
Bhattacharyya, S. C. (2019). Energy economics: concepts, issues, markets and governance. Springer Nature.
Cobb Morocco, C., & Mata Aguilar, C. (2002). Coteaching for content understanding: A schoolwide model. Journal of Educational and Psychological Consultation, 13(4), 315–347.
Council, N. R. (2013). Adapting to a changing world: Challenges and opportunities in undergraduate physics education.
Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
Dei, G. J. S. (2000). Removing the margins: The challenges and possibilities of inclusive schooling. Canadian Scholars’ Press.
Duit, R., Schecker, H., Höttecke, D., & Niedderer, H. (2014). Teaching physics. In Handbook of Research on Science Education, Volume II (pp. 448–470). Routledge.
Edwards, J.-A. (2009). Socio-constructivist and socio-cultural lenses on collaborative peer talk in a secondary mathematics classroom. Proceedings of the British Society for Research into Learning Mathematics, 29(1), 49–54.
Giroux, H. (1994). Doing cultural studies: Youth and the challenge of pedagogy. Harvard Educational Review, 64(3), 278–309.
Graber, J. A., & Brooks-Gunn, J. (1996). Transitions and turning points: Navigating the passage from childhood through adolescence. Developmental Psychology, 32(4), 768.
Gutfleisch, O., Willard, M. A., Brück, E., Chen, C. H., Sankar, S. G., & Liu, J. P. (2011). Magnetic materials and devices for the 21st century: stronger, lighter, and more energy efficient. Advanced Materials, 23(7), 821–842.
Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. ERIC.
Jaradat, R. M., Keating, C. B., & Bradley, J. M. (2017). Individual capacity and organizational competency for systems thinking. IEEE Systems Journal, 12(2), 1203–1210.
Johal, M. S., & Johnson, L. E. (2018). Understanding nanomaterials. CRC Press.
Kerckhoff, A. C. (2001). Education and social stratification processes in comparative perspective. Sociology of Education, 3–18.
McCune, S. D. (1986). Guide to Strategic Planning for Educators. ERIC.
Ng, W., & Nguyen, V. T. (2006). Investigating the Integration of Everyday Phenomena and Practical Work in Physics Teaching in Vietnamese High Schools. International Education Journal, 7(1), 36–50.
Peter, Y. U., & Cardona, M. (2010). Fundamentals of semiconductors: physics and materials properties. Springer Science & Business Media.
Redish, E. F. (1994). Implications of cognitive studies for teaching physics. American Journal of Physics, 62(9), 796–803.
Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66(3), 212–224.
Riaz, M. (2015). School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance. Dowling College.
Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students’ misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13(3), 373–400.
Stadermann, H. K. E., van den Berg, E., & Goedhart, M. J. (2019). Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic. Physical Review Physics Education Research, 15(1), 10130.
Taber, K. S. (2014). Student Thinking and Learning in Science: Perspectives on the nature and development of learners’ ideas. Routledge.
Tomlinson, C. A. (2017). Differentiated instruction. In Fundamentals of gifted education (pp. 279–292). Routledge.
Wigfield, A., Eccles, J. S., & Pintrich, P. R. (1996). Development between the ages of ll and 25. Handbook of Educational Psychology, 148.
Winn, W. (2013). Cognitive perspectives in psychology. In Handbook of research on educational communications and technology (pp. 90–123). Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Polanski Snyder Shrestha, Tancredi Thorne Perlman, Scuka Rousseau Shaver
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
