Learning difficulties in practical work of physics

Abstract

Practical work is an integral aspect of science lessons and it makes science distinctive from other subjects taught in school. In many countries around the world, practical work occupies a central position in secondary school science teaching. Although many teachers firmly believe that practical work can help students gain scientific knowledge, there is inconclusive findings in research literature to support this belief. The present study investigates the possible underlying learning difficulties faced by students in the various kinds of practical work that is commonly conducted in the teaching of physics.

Grade 9 students studying junior physics and grade 10–12 students studying senior physics in a secondary school in Hong Kong in 2013-2017 were invited to participate in this study. Samples classes of physics lessons including practical work were video recorded. Following the lessons, some students were selected for semi-structured interviews. This study examined the effectiveness of practical work in learning physics through an examination of the class videos, the post-class interviews and other data sources, including homework, tests, examinations and class observations. The learning difficulties faced by the students were identified and categorised. In total, this study identified six types of learning difficulties. This study also identified the underlying causes of each of these categories of learning difficulties.

Based on the difficulties identified in the sample classes of the first cohort, the study presents teaching and learning strategies aimed at addressing the barriers. In total, this study suggests 17 improvement strategies for the various kinds of learning difficulties. These strategies were implemented in the second cohort and their effectiveness in improving the students’ knowledge learning were evaluated. Some practical tips for these improvement strategies have also been suggested based on an evaluation.

The results of this study provide critical guidance for teachers when planning to include practical work in their lessons, so as to avoid any potential learning difficulties and improve the students’ acquisition of physics knowledge.