The role of experiments in physics education: A comparative study of teachers’ and students’ perspectives

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3A10508121" target="_blank" >RIV/00216208:11320/25:10508121 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1088/1742-6596/3155/1/012020" target="_blank" >https://doi.org/10.1088/1742-6596/3155/1/012020</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1088/1742-6596/3155/1/012020" target="_blank" >10.1088/1742-6596/3155/1/012020</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The role of experiments in physics education: A comparative study of teachers’ and students’ perspectives

Popis výsledku v původním jazyce

This study explores how upper-secondary physics teachers and their students in the Czech Republic perceive the role of experiments in physics education. Data were collected via the online Role of Experiments in Physics Lessons Questionnaire (REPLQ) in November-December 2020. The questionnaire had parallel teacher and student versions with overlapping items, allowing direct comparison. Over 1,100 matched student-teacher responses were obtained from about 1,300 student submissions, representing 52 physics teachers. The study examines how experiments are integrated into lessons, student involvement and attitudes toward experiments. Responses to four multiple-choice items were compared to identify differences in perceptions and expectations. The paper presents key similarities and contrasts in how teachers and students view the role of experiments in physics education.

Název v anglickém jazyce

The role of experiments in physics education: A comparative study of teachers’ and students’ perspectives

Popis výsledku anglicky

This study explores how upper-secondary physics teachers and their students in the Czech Republic perceive the role of experiments in physics education. Data were collected via the online Role of Experiments in Physics Lessons Questionnaire (REPLQ) in November-December 2020. The questionnaire had parallel teacher and student versions with overlapping items, allowing direct comparison. Over 1,100 matched student-teacher responses were obtained from about 1,300 student submissions, representing 52 physics teachers. The study examines how experiments are integrated into lessons, student involvement and attitudes toward experiments. Responses to four multiple-choice items were compared to identify differences in perceptions and expectations. The paper presents key similarities and contrasts in how teachers and students view the role of experiments in physics education.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Journal of Physics: Conference Series

ISBN

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ISSN

1742-6588

e-ISSN

1742-6596

Počet stran výsledku

8

Strana od-do

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Název nakladatele

Institute of Physics Publishing

Místo vydání

Bristol

Místo konání akce

Terchova, Slovakia

Datum konání akce

17. 9. 2025

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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