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Learning science - cognitive, affective, and social factors
Fig. 2 Changes in the image of physics for students with a medium amount of IBL in class
For the group with high amount of IBL methods the treatment shows significant changes to
‘simpler’ but ‘more boring’. After the two months physics appears to be less ‘important’ and
‘simpler’ together with even more ‘boring’ than right after the treatment (see fig. 1). In the
second group (medium amount) working with the PEx leads to the impression that physics is
more ‘creative’ and ‘simpler’ which is not stable over the time of two months but decreases to
the previous value. The usual physics lessons seem less attractive after working with the PEx,
students experience physics as more ‘boring’ after two months (see fig. 2). On the contrary,
the group of students with the small amount of IBL methods in class reveals no significant
changes in all items (no data shown). In neither of the last two student groups does the PEx
have an impact on the question of the importance of physics.
CONCLUSION, IMPLICATIONS AND CHALLENGE
The comparison of the two student groups suggests the assumption that using IBL methods in
class lead to different images of physics in classrooms. Considering that the participating
classes only tested one module out of four, we can expect greater changes in the different
aspects of image due to the additional time the students are using the PEx. During the field
test, the implementation of IBL methods will also be evaluated and would indicate a positive
image of physics as could be seen on fig. 1 and fig. 2.
A big challenge that the project is facing in the test phase are the totally different curricula of
the participating countries. As has been revealed by a re-analysis of the PISA study from
2006, the existing teaching-styles in the test countries reach from IBL methods with
experiments on one side to teacher-centred on the other side (see fig. 3).
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