My Reflexivity on Pedagogical Practices of Physics Teachers

Authors

  • Pankaj Sharma Ghimire New Millennium College, Kathmandu, Nepal

DOI:

https://doi.org/10.37985/educative.v2i2.385

Keywords:

ethnographic research design, technical institutions, social constructivist learning theory, teacher-centric

Abstract

This paper aims to elaborate my reflection on the instructional practices of physics teachers in theory and experimental classes at technical institutions in the Kathmandu district. I employed an ethnographic research design to conduct the research. I selected two technical institutions in the Kathmandu district to conduct the research, two theory classrooms, and two physics laboratories of those institutions for the participant observation process, and conducted open-ended and unstructured interviews with nine students from those institutions. I observed multiple theory and experimental classes for the entire semester period as a complete observer. In addition, I employed social constructivist learning theory to guide the whole research process. The findings from this study indicated that traditional teacher-centric pedagogical practices were prevalent at those technical institutions.

Downloads

Download data is not yet available.

References

Acharya, K. P. (2016). Fostering critical thinking practices at primary science classrooms. Research in Pedagogy, 6(2), 1-7. https://dx.doi.org/10.17819/2015.30

Adams, P. (2006). Exploring social constructivism: Theories and practicalities, education 3-13: International Journal of Primary, Elementary and Early Years Education, 34 (3), 243-257. https://doi.org/10.1080/03004270600898893

Akpan, V.I., Igwe, U.A., Mpamah,I.B.I., & Okoro, C. O.(2020).Social constructivism: implications on teaching and learning. British Journal of Education, 8(8), 49- 56.

Amador, J.A. (2019). Active learning approaches to teaching soil science at the college level. Frontiers in Environmental Science, 7, 111. https://doi.org/10.3389/fenvs.2019.00111

Angel, C., Guttersrud, O., Henriksen, E.K., Isnes, A. (2002). Physics: Frightful, but fun. pupils and teachers’ views of physics and physics teaching. Journal of Science Education, 1-25. https://doi.org/10.1002/sce.10141

Boyland, J.R.(2019). A social constructivist approach to the gathering of empirical data. Australian Counseling Research Journal. www.acjournal.com.au

Brookfield, S. D. (2017). Becoming a critically reflective teacher. Jossey-Bass

Chen, R., & Zou, M. (2018, December). Discussion on the Relationship between Exam-oriented Education and Quality-oriented Education. In 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018), 350-353.

Clark,T.M., Ricciardo, R., & Weaver, T.(2015). Transitioning from expository laboratory experiments to course-based undergraduate research in general chemistry. Journal of Chemical Education. 93. 56-63. https://doi.org/10.1021/acs.jchemed.5b00371

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.

Darmaji, D., Kurniawan, D.A., & Irdianti, I. (2019). Physics education students’ science process skills. International Journal of Evaluation and Research in Education, 8(2), 293-298. https://doi.org/10.11591/ijere.v8i2.28646

Domin, D. (2007). Students perceptions of when conceptual development occurs during laboratory instructions. Chemistry Education Research and Practice. 8(2). 140-152. https://doi.org/10.1039/B6RP90027E

Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning. Journal Social Humaniores. 10(2), 59-70

Fadaei, A. S. (2021). Comparing the effects of cookbook and non-cookbook based lab activities in a calculus-based introductory physics course. International Journal of Physics and Chemistry Education, 13(4), 65-72. https://doi.org/10.51724/ijpce.v13i4.135

Freire, P (2005). The banking concept of education as an instrument of oppression. In Ramos, B, M, &Macedo, D(Eds), Pedagogy of the oppressed (pp.71-86), The continuum.

Ghimire, P.S,. & Luitel, B.C. (2024). Exploring Teaching and Learning Physics in Engineering Institutions of Kathmandu District. KMC Journal, 6(1), 40-56. https://doi.org/10.3126/kmcj.v6i1.62327

Ghimire, P.S., & Shrestha, K. (2023). Traditional guided lab activities in the physics laboratory of engineering institutions in Kathmandu district of Nepal. Universal Journal of Educational Research. 2(4), 325-333. https://doi.org/10.17613/0w15-v708

Gordan, T., Holland, J., & Lahelma, E. (2001). Ethnographic research in educational settings. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 188-203). Sage publications

Gullion, J.S. (2016). Writing ethnography. Sense publisher

Kirkpatrick, R., & Hlaing, H. L. (2013). The Myanmar university entrance examination. Language Testing in Asia, 3(1), 1-15.

Murphy, E., & Dingwall, R. (2001). The ethics of ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland(Eds.), Handbook of ethnography (pp. 339-351). Sage publications.

Nnorom, N.R. (2016). Effect of Investigative laboratory approach and expository method on acquisition of science process skills by biology students of different levels of scientific literacy. African Journal of Education, Science and Technology. 3(1). 238-244

O’reilly (2005). Ethnographic method. Routledge

Pokhrel, S. (2022). An exploratory multiple-case study of Nepal’s science teacher educators’ knowledge and practices of active learning and culturally responsive teaching. [Doctoral dissertation Clemson University]. Tiger prints. https:// tigerprints.clemson.edu/all dissertations/3049.

Saldana, J. (2011). Fundamentals of qualitative research. Oxford University Press

Taylor, P. C. (2014). Constructivism. Encyclopedia of Science Education, 1-8. . http://doi.org/10.1007/978-94-007-6165_102-2

Ural, E. (2016). The effect of guided-inquiry laboratory experiments on science education students' chemistry laboratory attitudes, anxiety and achievement. Journal of Education and Training Studies, 4(4), 217-227. https:/doi.org/10.11114/jets.v4i4.1395

Downloads

Published

2024-05-15

How to Cite

Ghimire, P. S. (2024). My Reflexivity on Pedagogical Practices of Physics Teachers. Educative: Jurnal Ilmiah Pendidikan, 2(2), 58–68. https://doi.org/10.37985/educative.v2i2.385

Citation Check