Metody sběru dat využívané didaktikou fyziky v mezinárodním prostředí

Vojtěch Žák

doi:10.14712/18047106.349

Vol. 7 No. 2 (2016): sciED Surveys

Data Collection Methods in Didactics of Physics in the International Environment

Vojtěch Žák, ¹

MFF UK, katedra didaktiky fyziky

DOI: https://doi.org/10.14712/18047106.349

PDF (Czech)

How to Cite

Žák, V. (2016). Data Collection Methods in Didactics of Physics in the International Environment. Scientia in Educatione, 7(2), 18-33. https://doi.org/10.14712/18047106.349

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Abstract

The strategic goal of the research, which also includes this systematic review, is to reï¬ect the development and current situation in the ﬁeld of physics education research (hereafter referred to as PER). The purpose of the review is to present an outline of data collection methods and to foster discussion about research methods used in this ﬁeld. Qualitative approach was used to deal with the research problem, complemented by the content analysis of research studies as a data collection method. The SCOPUS database was chosen as a source of the analysed texts, yet the analysis was limited only to relevant journal articles, 146 in total, published in English between 2010 and 2014. The data collection methods used in PER include questionnaires, interviews, and achievement tests (which are predominantly conceptual). Furthermore, there are analyses of various documents, observations, or other methods. A beneﬁt for further research in the ﬁeld of PER, both on the local or international level, may be the fact that standardised research methods are used in the international environment, particularly conceptual tests and questionnaires. This study abstracts away, to a certain extent, from the realm of physics. This is why the presented ﬁndings may be beneﬁcial also for other researchers in the ﬁeld of science education.

References

Buck, G. A., Mills, M., Wang, J. & Yin, X. (2014). Evaluating and exploring a professional conference for undergraduate women in physics: Can one weekend make a diﬀerence? Journal of Women and Minorities in Science and Engineering, 20(4), 359–377. Search in Google Scholar
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Choi, S. H.-J., Nieminen, T. A. & Townson, P. (2012). Factors inï¬uencing international PhD students to study physics in Australia. Innovations in Education and Teaching International, 49(3), 309–318. Search in Google Scholar
Colclough, N. D., Lock, R. & Soares, A. (2011). Pre-service teachers’ subject knowledge of and attitudes about radioactivity and ionising radiation. International Journal of Science Education, 33(3), 423–446. Search in Google Scholar
Crowl, M., Devitt, A., Jansen, H., van Zee, E. H. & Winograd, K. J. (2013). Encouraging prospective teachers to engage friends and family in exploring physical phenomena. Journal of Science Teacher Education, 24(1), 93–110. Search in Google Scholar
Danielsson, A. T. (2012). Exploring woman university physics students ‘doing gender’ and ‘doing physics’. Gender and Education, 24(1), 25–39. Search in Google Scholar
Docktor, J. L. & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics – Physics Education Research, 10(2), 1–58. Search in Google Scholar
Dvořák, L., Kekule, M. & Žák, V. (2012). Výzkum v oblasti fyzikálního vzdělávání – co, proč a jak. Československý časopis pro fyziku, 62(5–6), 325–330. Search in Google Scholar
Dvořák, L., Kekule, M. & Žák, V. (2015). Didaktika fyziky včera, dnes a zítra. In I. Stuchlíková & T. Janík (Eds.), Oborové didaktiky: vývoj – stav – perspektivy (123–157). Brno: Masarykova univerzita. Search in Google Scholar
Dzikovska, M., Steinhauser, N., Farrow, E., Moore, J. & Campbell, G. (2014). BEETLE II: Deep natural language understanding and automatic feedback generation for intelligent tutoring in basic electricity and electronics. International Journal of Artiﬁcial Intelligence in Education, 24(3), 284–332. Search in Google Scholar
Emdin, C. (2011). Dimensions of communication in urban science education: Interactions and transactions. Science Education, 95(1), 1–20. Search in Google Scholar
Enderle, P. J., Southerland, S. A. & Grooms, J. A. (2013). Exploring the context of change: Understanding the kinetics of a studio physics implementation eﬀort. Physical Review Special Topics – Physics Education Research, 9(1), 1–18. Search in Google Scholar
Eren, C. D. & Akinoglu, O. (2013). Eﬀect of problem-based learning (PBL) on critical thinking disposition in science education. Journal of Environmental Protection and Ecology, 14(3A), 1353–1361. Search in Google Scholar
Fenclová, J. (1982). Úvod do teorie a metodologie didaktiky fyziky. Praha: Státní pedagogické nakladatelství. Search in Google Scholar
Fraser, J. B., McRobbie, C. J. & Tobin, K. G. (Eds.). (2012). Second international handbook of science education. Dordrecht: Springer. Search in Google Scholar
Gok, T. (2013). A comparison of students’ performance, skill and conﬁdence with peer instruction and formal education. Journal of Baltic Science Education, 12(6), 747–758. Search in Google Scholar
Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 471–479. Search in Google Scholar
Karam, R. (2014). Framing the structural role of mathematics in physics lectures: A case study on electromagnetism. Physical Review Special Topics – Physics Education Research, 10(1), 1–23. Search in Google Scholar
Kili¸c, H. E. & S¸en, A. I. (2014). The eﬀect of physics education based on out-of-school learning activities and critical thinking on students’ attitudes. EËgitim ve Bilim, 39(176), 13–30. Search in Google Scholar
Kock, Z.-J., Taconis, R., Bolhuis, S. & Gravemeijer, K. (2013). Some key issues in creating inquiry-based instructional practices that aim at the understanding of simple electric circuits. Research in Science Education, 43(2), 579–597. Search in Google Scholar
Korpershoek, H., Kuyper, H., Werf, G. V. D. & Bosker, R. (2010). Who ‘ﬁts’ the science and technology proﬁle? Personality diﬀerences in secondary education. Journal of Research in Personality, 44(5), 649–654. Search in Google Scholar
Mandíková, D. & Trna, J. (2011). Žákovské prekoncepce ve výuce fyziky. Brno: Paido. Search in Google Scholar
Markic, S. & Eilks, I. (2012). A comparison of student teachers’ beliefs from four diﬀerent science teaching domains using a mixed methods design. International Journal of Science Education, 34(4), 589–608. Search in Google Scholar
Morris, G. A., Harshman, N., Branum-Martin, L., Mazur, E., Mzoughi, T. & Baker, S. D. (2012). An item response curves analysis of the Force Concept Inventory. American Journal of Physics, 80(10), 923–930. Search in Google Scholar
Neumann, S. (2014). What students think about (nuclear) radiation – before and after Fukushima. Nuclear Data Sheets, 120, 166–168. Search in Google Scholar
Nezvalová, D. (2011). Didaktika fyziky v České republice: trendy, výzvy a perspektivy. Pedagogická orientace, 21(2), 171–192. Search in Google Scholar
Nieminen, P., Savinainen, A. & Viiri, J. (2012). Relations between representational consistency, conceptual understanding of the force concept, and scientiﬁc reasoning. Physical Review Special Topics – Physics Education Research, 8(1), 1–10. Search in Google Scholar
Otero, V., Pollock, S. & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78(11), 1218–1224. Search in Google Scholar
Pavlasová, L. (2015). Disertační práce se zaměřením na didaktiku biologie v České republice v letech 2004–2013. Scientia in educatione, 6(2), 4–15. Search in Google Scholar
Rudolph, A. L., Lamine, B., Joyce, M., Vignolles, H. & Consiglio, D. (2014). Introduction of interactive learning into French university physics classrooms. Physical Review Special Topics – Physics Education Research, 10(1), 1–18. Search in Google Scholar
Rusek, M. (2015). Analýza disertačních prací z didaktiky chemie obhájených v letech 2003–2014. Scientia in educatione, 6(2), 16–34. Search in Google Scholar
Saleh, S. (2012). The eﬀectiveness of brain-based teaching approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics. Educational Studies, 38(1), 19–29. Search in Google Scholar
Sardag, M., Aydin, S., Kalender, N., Tortumlu, S., Ciftci,M. & Perihanoglu, S. (2014). The integration of nature of science in the new secondary physics, chemistry and biology curricula. EËgitim ve Bilim, 39(174), 233–248. Search in Google Scholar
Sawtelle, V., Brewe, E. & Kramer, L. H. (2012). Exploring the relationship between self-eï¬cacy and retention in introductory physics. Journal of Research in Science Teaching, 49(9), 1096–1121. Search in Google Scholar
Sharma, S., Ahluwalia, P. K. & Sharma, S. K. (2013). Students’ epistemological beliefs, expectations, and learning physics: An international comparison. Physical Review Special Topics – Physics Education Research, 9(1), 1–13. Search in Google Scholar
Simon, J. & Cuenca-Lorente, M. (2012). Science education and the material culture of the nineteenth-century classroom: Physics and chemistry in Spanish secondary schools. Science and Education, 21(2), 227–244. Search in Google Scholar
Strauss, A. & Corbinová, J. (1999). Základy kvalitativního výzkumu. Boskovice: Albert. Search in Google Scholar
Stuchlíková, I. & Janík, T. (Eds.). (2011). Oborové didaktiky: bilance a perspektivy [Monotematické číslo]. Pedagogická orientace, 21(2). Search in Google Scholar
Stuchlíková, I. & Janík, T. et al. (2015). Oborové didaktiky: vývoj – stav – perspektivy. Brno: Masarykova univerzita. Search in Google Scholar
Thacker, B., Dulli, H., Pattillo, D. & West, K. (2014). Lessons from a large-scale assessment: Results from conceptual inventories. Physical Review Special Topics – Physics Education Research, 10(2), 1–13. Search in Google Scholar
Tongchai, A., Sharma, M. D., Johnston, I. D., Arayathanitkul, K. & Soankwan, C. (2011). Consistency of students’ conceptions of wave propagation: Findings from a conceptual survey in mechanical waves. Physical Review Special Topics – Physics Education Research, 7(2), 1–11. Search in Google Scholar
von Aufschnaiter, C. & Rogge, C. (2010). Misconceptions or missing conceptions? Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 3–18. Search in Google Scholar
Wattanakasiwich, P., Taleab, P., Sharma, M. D. & Johnston, I. D. (2013). Development and implementation of a conceptual survey in thermodynamics. International Journal of Innovation in Science and Mathematics Education, 21(1), 29–53. Search in Google Scholar
Zwickl, B. M., Hirokawa, T., Finkelstein, N. & Lewandowski, H. J. (2014). Epistemology and expectations survey about experimental physics: Development and initial results. Physical Review Special Topics – Physics Education Research, 10(1), 1–14. Search in Google Scholar
Žák, V. (2014). Historický vývoj pojetí didaktiky fyziky v České republice. Pedagogická orientace, 24(2), 222–243. Search in Google Scholar
Žák, V. (2015). Disertační práce z didaktiky fyziky obhájené v České republice v letech 2004 až 2013 – přehled a analýza. Scientia in educatione, 6(2), 35–50. Search in Google Scholar

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[1] Buck, G. A., Mills, M., Wang, J. & Yin, X. (2014). Evaluating and exploring a professional conference for undergraduate women in physics: Can one weekend make a diﬀerence? Journal of Women and Minorities in Science and Engineering, 20(4), 359–377. Search in Google Scholar

[2] Candela, A. (2013). Dialogue between cultures in Tzeltal teachers’ cultural discourse: Co-construction of an intercultural proposal for science education. Journal of Multicultural Discourses, 8(2), 93–112. Search in Google Scholar

[3] Chasteen, S. V., Pollock, S. J., Pepper, R. E. & Perkins, K. K. (2012). Thinking like a physicist: A multi-semester case study of junior-level electricity and magnetism. American Journal of Physics, 80(10), 923–930. Search in Google Scholar

[4] Choi, S. H.-J., Nieminen, T. A. & Townson, P. (2012). Factors inï¬uencing international PhD students to study physics in Australia. Innovations in Education and Teaching International, 49(3), 309–318. Search in Google Scholar

[5] Colclough, N. D., Lock, R. & Soares, A. (2011). Pre-service teachers’ subject knowledge of and attitudes about radioactivity and ionising radiation. International Journal of Science Education, 33(3), 423–446. Search in Google Scholar

[6] Crowl, M., Devitt, A., Jansen, H., van Zee, E. H. & Winograd, K. J. (2013). Encouraging prospective teachers to engage friends and family in exploring physical phenomena. Journal of Science Teacher Education, 24(1), 93–110. Search in Google Scholar

[7] Danielsson, A. T. (2012). Exploring woman university physics students ‘doing gender’ and ‘doing physics’. Gender and Education, 24(1), 25–39. Search in Google Scholar

[8] Docktor, J. L. & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics – Physics Education Research, 10(2), 1–58. Search in Google Scholar

[9] Dvořák, L., Kekule, M. & Žák, V. (2012). Výzkum v oblasti fyzikálního vzdělávání – co, proč a jak. Československý časopis pro fyziku, 62(5–6), 325–330. Search in Google Scholar

[10] Dvořák, L., Kekule, M. & Žák, V. (2015). Didaktika fyziky včera, dnes a zítra. In I. Stuchlíková & T. Janík (Eds.), Oborové didaktiky: vývoj – stav – perspektivy (123–157). Brno: Masarykova univerzita. Search in Google Scholar

[11] Dzikovska, M., Steinhauser, N., Farrow, E., Moore, J. & Campbell, G. (2014). BEETLE II: Deep natural language understanding and automatic feedback generation for intelligent tutoring in basic electricity and electronics. International Journal of Artiﬁcial Intelligence in Education, 24(3), 284–332. Search in Google Scholar

[12] Emdin, C. (2011). Dimensions of communication in urban science education: Interactions and transactions. Science Education, 95(1), 1–20. Search in Google Scholar

[13] Enderle, P. J., Southerland, S. A. & Grooms, J. A. (2013). Exploring the context of change: Understanding the kinetics of a studio physics implementation eﬀort. Physical Review Special Topics – Physics Education Research, 9(1), 1–18. Search in Google Scholar

[14] Eren, C. D. & Akinoglu, O. (2013). Eﬀect of problem-based learning (PBL) on critical thinking disposition in science education. Journal of Environmental Protection and Ecology, 14(3A), 1353–1361. Search in Google Scholar

[15] Fenclová, J. (1982). Úvod do teorie a metodologie didaktiky fyziky. Praha: Státní pedagogické nakladatelství. Search in Google Scholar

[16] Fraser, J. B., McRobbie, C. J. & Tobin, K. G. (Eds.). (2012). Second international handbook of science education. Dordrecht: Springer. Search in Google Scholar

[17] Gok, T. (2013). A comparison of students’ performance, skill and conﬁdence with peer instruction and formal education. Journal of Baltic Science Education, 12(6), 747–758. Search in Google Scholar

[18] Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 471–479. Search in Google Scholar

[19] Karam, R. (2014). Framing the structural role of mathematics in physics lectures: A case study on electromagnetism. Physical Review Special Topics – Physics Education Research, 10(1), 1–23. Search in Google Scholar

[20] Kili¸c, H. E. & S¸en, A. I. (2014). The eﬀect of physics education based on out-of-school learning activities and critical thinking on students’ attitudes. EËgitim ve Bilim, 39(176), 13–30. Search in Google Scholar

[21] Kock, Z.-J., Taconis, R., Bolhuis, S. & Gravemeijer, K. (2013). Some key issues in creating inquiry-based instructional practices that aim at the understanding of simple electric circuits. Research in Science Education, 43(2), 579–597. Search in Google Scholar

[22] Korpershoek, H., Kuyper, H., Werf, G. V. D. & Bosker, R. (2010). Who ‘ﬁts’ the science and technology proﬁle? Personality diﬀerences in secondary education. Journal of Research in Personality, 44(5), 649–654. Search in Google Scholar

[23] Mandíková, D. & Trna, J. (2011). Žákovské prekoncepce ve výuce fyziky. Brno: Paido. Search in Google Scholar

[24] Markic, S. & Eilks, I. (2012). A comparison of student teachers’ beliefs from four diﬀerent science teaching domains using a mixed methods design. International Journal of Science Education, 34(4), 589–608. Search in Google Scholar

[25] Morris, G. A., Harshman, N., Branum-Martin, L., Mazur, E., Mzoughi, T. & Baker, S. D. (2012). An item response curves analysis of the Force Concept Inventory. American Journal of Physics, 80(10), 923–930. Search in Google Scholar

[26] Neumann, S. (2014). What students think about (nuclear) radiation – before and after Fukushima. Nuclear Data Sheets, 120, 166–168. Search in Google Scholar

[27] Nezvalová, D. (2011). Didaktika fyziky v České republice: trendy, výzvy a perspektivy. Pedagogická orientace, 21(2), 171–192. Search in Google Scholar

[28] Nieminen, P., Savinainen, A. & Viiri, J. (2012). Relations between representational consistency, conceptual understanding of the force concept, and scientiﬁc reasoning. Physical Review Special Topics – Physics Education Research, 8(1), 1–10. Search in Google Scholar

[29] Otero, V., Pollock, S. & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78(11), 1218–1224. Search in Google Scholar

[30] Pavlasová, L. (2015). Disertační práce se zaměřením na didaktiku biologie v České republice v letech 2004–2013. Scientia in educatione, 6(2), 4–15. Search in Google Scholar

[31] Rudolph, A. L., Lamine, B., Joyce, M., Vignolles, H. & Consiglio, D. (2014). Introduction of interactive learning into French university physics classrooms. Physical Review Special Topics – Physics Education Research, 10(1), 1–18. Search in Google Scholar

[32] Rusek, M. (2015). Analýza disertačních prací z didaktiky chemie obhájených v letech 2003–2014. Scientia in educatione, 6(2), 16–34. Search in Google Scholar

[33] Saleh, S. (2012). The eﬀectiveness of brain-based teaching approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics. Educational Studies, 38(1), 19–29. Search in Google Scholar

[34] Sardag, M., Aydin, S., Kalender, N., Tortumlu, S., Ciftci,M. & Perihanoglu, S. (2014). The integration of nature of science in the new secondary physics, chemistry and biology curricula. EËgitim ve Bilim, 39(174), 233–248. Search in Google Scholar

[35] Sawtelle, V., Brewe, E. & Kramer, L. H. (2012). Exploring the relationship between self-eï¬cacy and retention in introductory physics. Journal of Research in Science Teaching, 49(9), 1096–1121. Search in Google Scholar

[36] Sharma, S., Ahluwalia, P. K. & Sharma, S. K. (2013). Students’ epistemological beliefs, expectations, and learning physics: An international comparison. Physical Review Special Topics – Physics Education Research, 9(1), 1–13. Search in Google Scholar

[37] Simon, J. & Cuenca-Lorente, M. (2012). Science education and the material culture of the nineteenth-century classroom: Physics and chemistry in Spanish secondary schools. Science and Education, 21(2), 227–244. Search in Google Scholar

[38] Strauss, A. & Corbinová, J. (1999). Základy kvalitativního výzkumu. Boskovice: Albert. Search in Google Scholar

[39] Stuchlíková, I. & Janík, T. (Eds.). (2011). Oborové didaktiky: bilance a perspektivy [Monotematické číslo]. Pedagogická orientace, 21(2). Search in Google Scholar

[40] Stuchlíková, I. & Janík, T. et al. (2015). Oborové didaktiky: vývoj – stav – perspektivy. Brno: Masarykova univerzita. Search in Google Scholar

[41] Thacker, B., Dulli, H., Pattillo, D. & West, K. (2014). Lessons from a large-scale assessment: Results from conceptual inventories. Physical Review Special Topics – Physics Education Research, 10(2), 1–13. Search in Google Scholar

[42] Tongchai, A., Sharma, M. D., Johnston, I. D., Arayathanitkul, K. & Soankwan, C. (2011). Consistency of students’ conceptions of wave propagation: Findings from a conceptual survey in mechanical waves. Physical Review Special Topics – Physics Education Research, 7(2), 1–11. Search in Google Scholar

[43] von Aufschnaiter, C. & Rogge, C. (2010). Misconceptions or missing conceptions? Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 3–18. Search in Google Scholar

[44] Wattanakasiwich, P., Taleab, P., Sharma, M. D. & Johnston, I. D. (2013). Development and implementation of a conceptual survey in thermodynamics. International Journal of Innovation in Science and Mathematics Education, 21(1), 29–53. Search in Google Scholar

[45] Zwickl, B. M., Hirokawa, T., Finkelstein, N. & Lewandowski, H. J. (2014). Epistemology and expectations survey about experimental physics: Development and initial results. Physical Review Special Topics – Physics Education Research, 10(1), 1–14. Search in Google Scholar

[46] Žák, V. (2014). Historický vývoj pojetí didaktiky fyziky v České republice. Pedagogická orientace, 24(2), 222–243. Search in Google Scholar

[47] Žák, V. (2015). Disertační práce z didaktiky fyziky obhájené v České republice v letech 2004 až 2013 – přehled a analýza. Scientia in educatione, 6(2), 35–50. Search in Google Scholar

Scientia in educatione

Data Collection Methods in Didactics of Physics in the International Environment

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