Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/3258
Title: A study of Physics students' inquiry skills
Authors: Micallef, Bernice
Keywords: Students -- Malta
Physics -- Study and teaching -- Malta
Education, Secondary -- Malta
Issue Date: 2010
Abstract: This study aimed to investigate whether students who have successfully passed their SEC Physics examination and chose to pursue further studies in the subject, either at Advanced or Intermediate level, have acquired the necessary inquiry skills as proposed by the aims of the SEC Physics syllabus. A pen and paper method was chosen to test the students' abilities in investigations. The study scrutinized students' responses obtained by means of a questionnaire distributed to 309 students. Data obtained through the questionnaire were analysed according to gender, type of school attended at SEC level and the grade obtained in SEC Physics. Semi- structured interviews with teachers teaching in both State and Church Schools at SEC level were conducted to discuss the main findings. This study shows that a good grade in the SEC examination does not always imply that students acquired skills associated with investigations proposed by the syllabus. In fact students who passed their SEC Physics examination still found difficulty in doing their own experimental design, the procedure of the experiment, a prediction and graph interpretation. Students had sufficient skill in drawing diagrams. The findings seem to imply that the practical work being done is not providing students with enough opportunity to inquire. Most of the teachers interviewed were aware of this. However teachers were optimistic that with the introduction of investigations in practical work, inquiry skills will improve, provided that teachers are given the necessary time and support they require. These findings have implications for SEC Physics pedagogy, suggesting that the SEC Physics syllabus needs to be reviewed to allow for more time where students are engaged in higher order cognitive tasks rather than ro
Description: B.ED.(HONS)
URI: https://www.um.edu.mt/library/oar//handle/123456789/3258
Appears in Collections:Dissertations - FacEdu - 2010

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