Skip to main content
SpringerLink
Log in

Solving Physics Problems: The Conceptions and Practice of an Experienced Teacher and an Inexperienced Teacher

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

The results are described of two case studies on the conceptions and classroom practice of two Portuguese physics and chemistry teachers on the role of problem solving in the teaching/learning of science. One of these teachers was a novice and the other had about 20 years of teaching experience. The data were obtained from a questionnaire, a semi-structured interview, classroom observation, personal documents, and stimulated recall. The analysis was carried out with instruments organised into categories and specific indicators. The results showed there to be major differences between the intention behind the new curricula, the teachers' conceptions, and their practice. Some suggestions are put forward on the basis of these results for the initial and ongoing education of secondary education teachers of physics and chemistry in Portugal.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Alonso, M., Gil-Pérez, D., & Martínez, J. (1996). Evaluar no es clasificar: la evaluación y la calificación en una enseñanza constructivista de las ciencias [Evaluating is not classifying: Evaluation and classification in constructivist science teaching]. Investigación en la Escuela, 30, 15–26.

  • Anderson, R. D., & Mitchener, C. P. (1994). Research on science teacher education. In D. Gabel (Ed.), Handbook of research on science teaching and learning(pp. 3–44). New York: Macmillan.

    Google Scholar 

  • Appleton, K., & Asoko, H. (1996). A case study of a teacher's progress toward using a constructivist view of learning to inform teaching in elementary science. Science Education, 80(2), 165–180.

    Google Scholar 

  • Arora, A. G., Kean, E., & Anthony, J. L. (2000). An interpretative study of a teacher's evolving practice of elementary school science. Journal of Science Teacher Education, 11(1), 1–25.

    Google Scholar 

  • Bell, B., & Gilbert, J. (1994). Teacher development as professional, personal and social development. Teaching and Teacher Education, 10(5), 483–497.

    Google Scholar 

  • Blanco, L. J., & Guerrero, E. (2002). Profesores de matemáticas y psicopedagogos. Un encuentro necesario [Mathematics teachers and educational psychologists. A necessary encounter]. In M. C. Penalva, G. Torregrasa, & J. Valls (Eds.), Aportaciones de la didáctica de la matemática a diferentes perfiles profesionales [Contributions from mathematics education to different professional profiles] (pp. 121–142). Alicante, Spain: University of Alicante.

    Google Scholar 

  • Calderhead, J. (1981). Stimulated recall: A method for research on teaching. British Journal of Educational Psycology, 51, 211–217.

    Google Scholar 

  • Carrillo, J. (1998). Modos de resolver problemas y concepciones sobre la matemática y su enseñanza: metodología de la investigación y relaciones [Modes of problem solving and conceptions of mathematics and its teaching: Research methodology and relations]. Huelva, Spain: University of Huelva.

    Google Scholar 

  • Clermont, Ch. P., Borko, H., & Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31(4), 419–441.

    Google Scholar 

  • Contreras, L. C. (1998). Resolución de problemas. Un análisis exploratório de las concepciones de los profesores acerca de su papel en el aula [Problem solving. An exploratory analysis of teachers' conceptions about their roles in the classroom]. Unpublished doctoral thesis, University of Huelva, Spain.

    Google Scholar 

  • Copello, M. I., & Sanmartí, N. (2001). Fundamentos de un modelo de formación permanente del profesorado de ciencias centrado en la reflexión dialógica sobre las concepciones y las prácticas [Fundamentals of a model of inservice science teacher education centred on a dialogue of reflection on conceptions and practices]. Enseñanza de las Ciencias, 19(2), 269–283.

    Google Scholar 

  • Davis, K. S. (2003). "Change is hard": What science teachers are telling us about reform and teacher learning and innovative practices. Science Education, 87(1), 3–30.

    Google Scholar 

  • Day, Ch. (1999). Developing teachers, the challenges of lifelong learning. London: Falmer Press.

    Google Scholar 

  • Freitas, I. (2000). El papel de la resolución de problemas en la enseñanza/ aprendizaje de las ciencias: Concepciones y prácticas de profesores con y sin experiencia en la docencia [The role of problem solving in the teaching/ learning of science: Conceptions and classrooms practice of teachers with and without experience]. Unpublished doctoral thesis, University of Huelva, Spain.

    Google Scholar 

  • Garret, R. M. (1988). Resolución de problemas y creatividad: Implicaciones para el currículo de ciencias [Problem solving and creativity: Implications for science curriculum]. Enseñanza de las Ciencias, 6(3), 224–230.

  • Garret, R. M., Satterly, D., Gil-Pérez, D., & Martínez, J. (1990). Turning exercises into problems: An experimental study with teachers in training. International Journal of Science Education, 12(1), 1–12.

    Google Scholar 

  • Gess-Newsome, J., & Lederman, N. G. (1993). Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77(1), 25–45.

    Google Scholar 

  • Gil-Pérez, D. (1993). Contribución de la historia y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizaje [Contribution from the history and philosophy of science to the development of a teaching/learning model]. Enseñanza de las Ciencias, 11(2), 197–212.

    Google Scholar 

  • Gil-Pérez, D., & Martínez, J. (1983). A model for problem-solving in accordance with scientific methodology. European Journal of Science Education, 5(4), 447–455.

    Google Scholar 

  • Gil-Pérez, D., Martínez, J., & Senet, F. (1988). El fracaso en la resolución de problemas de física: Una investigación orientada por nuevos supuestos [Failure in physics problem solving: An investigation oriented by new assumptions]. Enseñanza de las Ciencias, 6(2), 131–146.

    Google Scholar 

  • Goetz, J. P., & Lecompte, M. D. (1984). Ethnography and qualitative design in educational research. Madrid, Spain: Morata.

    Google Scholar 

  • Guba, Y., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage Publications.

    Google Scholar 

  • Gunstone, R. F., & Northfield, J. R. (1994). Metacognition and learning to teach. International Journal of Science Education, 16(5), 523–537.

    Google Scholar 

  • Gunstone, R. F., Slattery, M., Bair, J. R., & Northfield, J. R. (1993). A case study exploration of development in preservice science teachers. Science Education, 77(1), 47–73.

    Google Scholar 

  • Hewson, P. W., & Hewson, M. G. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15(3), 191–209.

    Google Scholar 

  • Hewson, P. W., Tabachnick, B. R., Zeichner, K. M., Blomker, K. B., Meyer, H., Lemberger, J., <nt>et al.</nt> (1999). Educational prospective teachers of biology: Introduction and research methods. Science Education, 83(3), 247–273.

    Google Scholar 

  • Hobden, P. (1998). The role of routine problem tasks in science teaching. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education(pp. 219–231). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Huibregtse, I., Korthagen, F., & Wubbels, T. (1994). Physics teachers' conceptions of learning, teaching and professional development. International Journal of Science Education, 16(5), 539–561.

    Google Scholar 

  • Jiménez, R., Wamba, A. M., & Aguaded, S. (1999). El valor de los problemas para la enseñanza de contenidos procedimentales en la formación inicial de maestros [The value of problems for the teaching of procedural content in preservice primary teacher education]. In C. Martínez & S. García (Eds.), La Didáctica de las ciencias. Tendencias actuales [Science education. The current trends] (pp. 173–185). La Coruña, Spain: University of La Coruña.

    Google Scholar 

  • Jorba, J., & Sanmartí, N. (1994). Enseñar, aprender y evaluar: un proceso de regulación continua [Teaching, learning and evaluation: a process of continuous regulation]. Madrid, Spain: MEC.

    Google Scholar 

  • López, J. I. (1994). El pensamiento del profesor sobre el conocimiento de los alumnos [The teacher's thinking about the students' knowledge]. Investigación en la Escuela, 22, 58–66.

    Google Scholar 

  • Marcelo, C. (1994). Formación del profesorado para el cambio educativo [Teacher education for educational change]. Barcelona, Spain: PPU.

    Google Scholar 

  • Martínez, C., García, S., Mondelo, M., & Vega, P. (1999). Los problemas de lápiz y papel en la formación de profesores [Pencil-and-paper problems in teacher education]. Enseñanza de las Ciencias, 17(2), 211–225.

    Google Scholar 

  • Marx, R. W., Freeman, J., Krajcik, J., & Blumenfed, P. (1998). Professional development of science education. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 667–680). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Mellado, V. (1998a). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education, 82(2), 197–214.

    Google Scholar 

  • Mellado, V. (1998b). Preservice teachers' classroom practice and their conceptions of the nature of science. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 1093–1110). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Mellado, V. (2001). Por que a los profesores de ciencias nos cuesta tanto cambiar nuestras concepciones y modelos didácticos? [Why is it so difficult for science teacher to change our conceptions and educational models?]. Revista Interuniversitara de Formación del Profesorado, 40, 17–30.

    Google Scholar 

  • Neale, D. C., Smith, D. C., & Wier, E. A. (1987, April). Teacher thinking in elementary science instruction. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

  • Neto, A. (1996, September). Resolução de problemas em Física: Imperativos de mudança. [Physics problem solving: Imperatives for change]. Paper presented at "6° Encontro Ibérico para o Ensino da Física" [6th Iberian Meeting on Physics Teaching], Faro, Portugal.

  • Perales, F. J. (1993). La resolución de problemas: una revisión estructurada [Problem solving: A structured review]. Enseñanza de las Ciencias, 11(2), 170–178.

    Google Scholar 

  • Perales, F. J. (2000). Resolución de problemas [Problem solving]. Madrid, Spain: Síntesis Educación.

    Google Scholar 

  • Pérez-Echeverría, M. P. P., & Pozo, J. I. (1994). Aprender a resolver problemas y resolver problemas para aprender [Learning to solve problems and problem solving to learn]. In J. I. Pozo (Ed.), Solución de problemas [Problem solving] (pp. 13–52). Madrid, Spain: Santillana/AulaXXI.

    Google Scholar 

  • Polya, G. (1965). How to solve it? Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Porlán, R., & Rivero, A. (1998). El conocimiento de los profesores [Teachers' knowledge]. Sevilla, Spain: Díada Ed.

    Google Scholar 

  • Pozo, J. I. (1996). Aprendices y maestros [Apprentices and masters]. Madrid, Spain: Alianza Editorial.

    Google Scholar 

  • Pozo, J. I., & Gómez, M. A. (1994). La solución de problemas en ciencias de la naturaleza [Problem solving in science]. In J. I. Pozo et al. (Eds.), La solución de problemas [Problem solving] (pp. 85–133). Madrid, Spain: Santillana Siglo XXI.

    Google Scholar 

  • Ramírez, J. L., Gil-Pérez, D., & Martínez, J. (1994). La resolución de problemas de física y química como investigación [Physics and chemistry problem solving as research]. Madrid, Spain: CIDE.

    Google Scholar 

  • Shavelson, R., & Stern, P. (1981). Research on teachers pedagogical thought, judgements, decisions, and behaviors, Review of Educational Research, 51(4), 455–498.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundation of the new reform. Harvard Education Review, 57(1), 1–22.

    Google Scholar 

  • Shulman, L. S. (1993). Renewing the pedagogy of teacher education: The impact of subject-specific conceptions of teaching. In L. Montero & J. M. Vez (Eds.), Las didácticas específicas en la formación del profesorado [Teaching specific content in teacher education] (pp. 53–69). Santiago, Spain: Tórculo.

    Google Scholar 

  • Stodolsky, S. S. (1991). La importancia del contenido en la enseñanza. Actividades en las clases de matemáticas y ciencias sociales [The importance of content in teaching. Mathematics and social science classroom activities]. Madrid, Spain: MEC-PAIDOS.

    Google Scholar 

  • Tobin, K. (1998). Issues and trends in the teaching of science. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 129–151). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Tobin, K., & Fraser, B. J. (1990). What does it mean to be an exemplary science teacher? Journal of Research in Science Teaching, 27(1), 3–25.

    Google Scholar 

  • Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3–44). New York: Macmillan.

    Google Scholar 

  • Vázquez, B., & Jiménez, R. (1998). Importancia de la discusión a través de la evaluación, en la resolución de problemas de física y química [The importance of discussion through evaluation in physics and chemistry problem solving]. In C. Martínez & S. García (Eds.), La didáctica de las ciencias. Tendencias actuales [Science education. The current trends] (pp. 477–486). La Coruña, Spain: University of la Coruña.

    Google Scholar 

  • Vygotsky, L. (1979). El desarrollo de los procesos psicológicos superiores [The development of higher psychological processes]. Barcelona, Spain: Grijalbo.

    Google Scholar 

  • Walker, R. (1983). La realización de estudios de casos en educación. Etica, teoría y procedimientos [The performance of case studies in education. Ethics, theory and procedures]. In W. D. Dockrell & D. Hamilton (Eds.), Nuevas reflexiones sobre la investigación educativa [Rethinking educational research] (pp. 42–82). Madrid, Spain: Narcea.

    Google Scholar 

  • Woods, P. (1986). Inside schools. London: Routledge & Kegan Paul.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Secondary School Tomás Cabreira, Faro, Portugal

    Isabel M. Freitas

  2. University of Huelva, Spain

    Roque Jiménez

  3. University of Extremadura, Spain

    Vicente Mellado

Authors
  1. Isabel M. Freitas
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Roque Jiménez
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Vicente Mellado
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Freitas, I.M., Jiménez, R. & Mellado, V. Solving Physics Problems: The Conceptions and Practice of an Experienced Teacher and an Inexperienced Teacher. Research in Science Education 34, 113–133 (2004). https://doi.org/10.1023/B:RISE.0000021000.61909.66

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/B:RISE.0000021000.61909.66

Search

Navigation