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Effective Teaching of Physics
and Scientific Method
1 2 3
Mirko G. Nagl , Dusanka Z. Obadovic , Mirjana Segedinac
1
Sabac grammar school, Sabac, Serbia
2University of Novi Sad, Faculty of Sciences, Department of Physics, Novi Sad, Serbia
3University of Novi Sad, Faculty of Sciences, Department of Chemistry, Novi Sad, Serbia
Abstract – Teaching science in modern society shows a education and direct reciprocal relationship between
lack of efficiency, as well as the discrepancy between technology and science, in the sense that the share of
goals and the quantum and quality of students' technology through experiments and promoting the
knowledge. Teaching physics in elementary and best evidence of the achievements of Cognitive
grammar schools in Serbia is also inefficient. The Science, which the technology becomes available to
problem is solved by introducing modern teaching the general population [2]. Precisely such a situation
methods, especially the scientific method. Then has led the education policy makers around
teaching is not oriented to content, whose adoption the world to the program-implemented curriculum
allows the student to cope in the same or similar developments in science teaching in order to gain
situations, but the method of their application in an knowledge and skills useful in a wider context,
unfamiliar situation allows the student to solve the
problem. School classes fulfil their mission of quality and other sciences, as well as in everyday life
preparation of students for further education, (STS-project) [3], [4]. Response of the European
application of knowledge in the world of work or in Union's adoption of the strategic goals of education
everyday problem situations. and training: improving quality and efficiency of
education and training, easier access to education
Keywords – teaching science, teaching physics, the systems and training systems, and opening up
quantity and quality of knowledge, scientific method education and training to the wider population.
Realizing the importance of science for the
1. Introduction prosperity of society as a whole, one of the tasks was
that the number of students enrolled in the natural
Discoveries of natural science, technical
operationalized, especially information technology, faculties has increased, so that Europe followed the
led to the accumulation of scientific material, its development of the U.S. and Japan. In accordance
faster processing, and most importantly, relevant to with the objectives, projects that are designed to
the interpretation of experimental results. Processing observe current state-PISA, as well as those starting
of experimental results or theoretical models, which from the current offer solutions such as the TIMSS
in the seventies lasted several years, the last year of curriculum [5]. Essentially it was the European
two thousand hours or minutes. Information answer to the reform documents in science education
technologies allow faster communication between and the U.S., of which two are most important:
scientists, and public availability of information and Project 2061-Science for all Americans [6] and the
unscientific circles, so that science becomes part of National Science Education Standards-NSES [7].
the ownership of each individual [1]. There are two imperatives contained in two
documents, one is to insist on cooperation between
Physics as a fundamental science leading to scientific disciplines, and teaching based on
discovery, alone or in cooperation with other integrated topics and other courses to be organized in
sciences, ranging from nuclear physics, astrophysics, a pedagogical experience and methods that provide a
biophysics, medical physics ... There are few people link between the everyday experiences of students
who have not heard of CERN (European and teaching. One of the important principles that are
Organization for Nuclear Research), the problems based operationalization of these imperatives was a
with the launch of the reactor and the possibility of “less is more”. He included detailed understanding
creating black holes, making good use of the media and adoption of the reduced set of carefully selected
to talk about end of the world! This and similar concepts, which results in the student at the end of
examples prove the necessity of connecting with one the educational cycle (primary school, secondary
school or university) scientifically literate. It is
hand, society as a whole with the scientists and
the scientific discoveries of the other. necessary and sufficient condition for the
However, studies show that the need for scientific
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continuation of education, employment or quality participation in appropriate training programs
daily life [8]. to help him overcome the above problem.
Serbia has participated in PISA and TIMSS
projects. The results of these studies show: all the Similar problems exist in the educational systems
contents and themes in the natural sciences similar to of other countries. But they are, for example in
the content and themes in European Union countries, America, recognized as the ”imperative of recruiting
but they are weak (or exist) conceptual structure, that and retaining highly-qualified physics teachers
the teaching-oriented content, and not to the merits, through training, as well as of key importance for
that are integrated contents of science, or at least American global competitiveness” [10]. The
represented almost non-existent (knowledge of the Conference of International Commission for Science
existence of drawers or are deemed to be a teaching (ICSU) in Beijing is clearly marked, and today, the
concepts related to only one science) that the objectives of teacher training and education through
methods of learning is largely traditional, or directed its continuously:
toward the accumulation of facts. Students in Serbia
three Cognitive Domain (knowledge of the facts, • Teacher colleges;
understanding of concepts, analysis and reasoning), • Permanent recruitment through social and
the most familiar facts, to some extent understand the economic status;
concepts, and almost never analyze or reason. The • Coherent curriculum [11].
question of the usefulness of such knowledge,
suggests a need to innovate the existing school The teacher is placed by a professional dilemma
system, because only a flexible school, ready to that, if he wants to realize all the courses and
follow the changes, can enable students to acquire concepts, to opt for ex-chair monologue method that
the necessary knowledge and skills on which it is is often prescribed for repeat classes, determination
possible to learn all their lives, work and create. or experimental activities into lessons ”teaching
materials”. In this way the teacher gets only scant or
almost no information about the level of student
2. Teaching physics in primary schools in Serbia achievement. Another possibility is that the teacher
chooses, to put effort and introduce other teaching
Teaching physics in primary schools in Serbia methods. Their realization is more demanding, but
based on the curriculum of physics that has emerged then the teacher gets constant information about the
is 1984-1985. year, has officially been used since level of student achievement and possible
1990. [9]. The adopted goals of physics education are adjustments in teaching. Of particular importance is
that students learn about natural phenomena and the the introduction of scientific method in everyday
basic laws of nature form the basis of the scientific school practice [12], which started in Serbian
method and to be directed towards the application of primary schools introducing optional subject ”The
physics to the life and work. Goals are derived from hand in the pastry”, from first to fourth grade of
tasks that involve the students: learn the fundamental primary education 2003rd year. ”The hand in the
laws of nature, learn about the importance of using pastry” is a relatively short implementation time,
methods of the experiment; enable the resolution of showed that teaching is based on experiments in
the qualitative physical tasks and problems, develop natural science, which can be derived in unequipped
thinking and reasoning, develop work habits and schools, resulting in students who graduate from
interest in physics and natural science, a man familiar primary school when able to find their rightful place
position to nature and develop a proper attitude in a society dominated by science and technology. In
towards the protection of the environment, acquire short, students are trained for the future and life in it.
the basics of technical education, acquire the habit of Various studies show that students have the
saving energy, developing a sense of work in innate inclination towards natural science, because
working groups and teams, as well as positive traits they are closer to them, palpable, and the problems
necessary for constructive cooperation in solving the faced everyday: ”Most students have a positive
task. It must be admitted indeed concise, clear, attitude toward science at the age of 10, when the
respectable, above all, the modern view of the goals interest falls abruptly, and at the age of 14 their
and objectives of teaching of physics! What is the attitude and interest in studying science is largely
problem and why is it realistic unrealizable? The formed” [13]. So if we want to increase the
essence of the problem is in abundant teaching population of students oriented towards the natural
content and a large number of concepts for the sciences, who later entered grammar school and
anticipated number of classes and untrained teachers college of natural orientation, more attention to
to use effective teaching methods. It must be noted motivating students, and teachers must be paid.
that the relatively small number of teachers allowed
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3. The teaching of physics in grammar schools social sciences, which produces a change of
educational content. As a basis to take real discipline
Grammar school (Gymnasium) is at the root of and knowledge of empirical reality and that is how
the education system. In ancient Greece, the real grammar school or School (in Latin realia-
”gymnasion” is represented in public practice site for thing of importance for practical life). In the late
young men over 18 who have shaped their body nineteenth-century grammar school represent a base
(gymnos-naked). As in ancient Rome they are also from which faculties grow and it becomes a stable
the meeting place of philosophers. Humanists in the system of secondary education, leading to further
fifteenth and sixteenth-century began to use this education, but also its practical character and work.
name for a school facility [14]. In the early twentieth-century grammar school in the
In Western Europe, it has evolved from grammar program are divided into classic (read language), real
school and monastery kathedral School and has been (common type) and School (now the vocational
in some sense ”Latin School” (school Latin). The school). After World War II, the first professional
first grammar school was established in Strasbourg school, was established aimed at work, a grammar
1537th year by Johannes Sturm (1507-1589). At the school definitely left school general education aimed
time of humanism and the Renaissance in the at further education. Since 1967. in Serbia have been
fifteenth and sixteenth-century, grammar school was legalized directions of socio-linguistic, mathematical
focused on the spiritual, scientific, artistic and ethical and natural-grammar school. In 1974. The resolution
ideals of antiquity. Personality is the center of is adopted which is challenging all schools whish do
attention, and the goal of education is an independent not prepare for work, so in 1979. The grammar
and critical thinking of students. Time when a new schools involved in the vocational education system.
humanism makes a departure from the ancient The original name of the role of returning to
principles, and the establishment of high schools in grammar schools 1992nd , but the directions are
the education columns. Secondary education at the introduced with the revised programs and facilities.
time meant the absence of any expediency, the In essence, the basic lack of grammar school
priority of the whole personality of specialization in consisted, and a hundred years ago as now, to replace
one direction and conception of Greek antiquity as students' interests, freedom and spontaneity of the
the highest ideals of humanity. The curriculum prescribed curriculum and fixed terms of content,
subjects prevailed linguistic character. Humanistic which at the time the mass introduced into schools in
gymnasium ignored the industrial revolution, Europe, making a fundamental contradiction the
cherishing not expediency were practically useless, ideal of freedom and creative development of
and in preparation for the practical exercise of a call, students' personalities. So it was that grammar school
it was precisely ”the school curriculum to play”! is not a major problem arose as a random effect of
Today's grammar school in Europe, has natural- unexpected circumstances, but was grounded in the
mathematical or linguistic orientation. Educational organization of schools. In Europe, the answer to that
activities are more firmly connected with life in contained in weaken rigid internal structure, the
modern society, primary enabling students to introduction of internal differentiation profiles and
continue their education, but also to enter the world modular teaching [15]. In grammar schools in Serbia
of work. motivation of students for mastering the material
In our country, in the Austro-Hungarian organized by the outdated principles is very
monarchy, after 254 years since the founding of the unsatisfactory, just as was the case a hundred years
first grammar school in Europe, in Sremski Karlovci ago in other parts of Europe.
was founded in 1791 The grammar school, based on From the nature of the circumstances in which
humanistic principles. The grammar school had a we are now, meaning that the grammar schools in
classic character, but the curriculum included natural Serbia today, as a rule, largely focused on the
subjects. traditional method of learning and realization of
In Serbia, the first grammar school opened in solid, under the modern curriculum. In fact, nearly all
1830. in Belgrade, and in 1833 it was moved to interested teachers, parents and students know and
Kragujevac. At the same time in, 1836. year were feel intuitively that grammar schools must have some
established grammar school in Sabac, Cacak and purpose other than the one I see and experience. It
Zajecar. Later, the grammar schools for its programs should help the young to think freely, to become an
and facilities was somewhat different. Success in autonomous person with confidence in their own
science achievement, expanding the horizons of knowledge and skills, capable to continue their
knowledge of the world, travel, expedition and education or realize the world of work. It should be
research are necessary learning and knowledge of noted a responsible attitude towards the period of
modern languages, and social programs and projects four years, that young people spend in the grammar
of transformation of society reinforce interest in the school at the peak of their intellectual abilities. The
TEM Journal – Volume 1 / Number 2 / 2012. 87
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time is mostly spent lightly. A large number of Many teachers follow guidelines from various
absences due to poor organization or lack of institutions (Society of Physicists, Subject
motivation school teachers (“white strike”). Lost Committee for Physics, Community Grammar
time due to lack of compliance programs, giving up School) and perform the reorganization and
the thematic approach to teaching and not existing improvement of teaching physics. The results of
cooperation between teachers. Students are required these efforts resulted in the establishment of new
to spend much time learning the content for which directions including the IT department realized the
they do not see the sense, nor are they relevant to first time grammar school academic year 2006/2007.
anyone in the education process to explain the same. year as an experiment in ten schools in Serbia, as
Often insist on a mechanical learning that few well as in grammar school Sabac. The interest of
students know how to synthesize in a form of students has increased, so that after four years, twice
knowledge. The end result, after four years, is that as many candidates applying in relation to the
the student does not have enough knowledge of number that is received in that direction. However,
security neither for further study, nor was sufficiently teaching contents and methods of teaching
qualified to perform an occupation. These facts information technology subjects have changed, but
confirm the results of analysis of interest of students the other items were taken from the existing grammar
for enrollment in grammar school. school majors, so the others are traditional. Classes
The main characteristics of students in higher should be organized thematically, with the insistence
grades, especially in the socio-linguistic direction, is on the integrated themes and between the subject
primarily a good verbal communication and liberal cooperation. In modern education there are
spirit. But with the ”loudest” there has been a fatigue individual examples of good practice, and complete
based on the previous application of traditional projects based on integrated topics that primarily
methods of learning, blended with the growing prepare teachers: ”... because of the theme is often
obligations conditioned upon completion of beyond the scope of a scientific discipline, such
schooling and enrollment in college preparation. as energy, sustainability, and its changes, its
Students are misplaced between obtaining the final structure ... “[20].
score and individual saving for university entrance World experience shows that schools and science
exams. From professors, a professor of physics in must be in close connection, in fact, despite the great
effort and investment in education and the
particular, reduced the required homework
assignments. The teacher is professionally, but relationship of science and school, research shows
personally, is the dilemma of how to realize the that young people continue to mobilize naive
required programming, and that the students understanding of science, and that they do not see
sufficient time for the increased activity! The teacher connection with everyday life and science they learn
is in a position to solve the problem of education as school [21]! Available in the schools, both
an individual and in most cases decided on a thematically and methodologically, should be such
compromise, so that reduces the volume of some that students perceive, to practice and acquire
thematic parts. In such cases, the essential role of knowledge and skills that are useful in their daily
teacher experience, studies show that experienced lives, but to give it to them and respond to technical,
teachers are better adapted to these requirements, technological and sociological development of
whether it is already implemented educational topics society as a whole.
or new. Teaching physics in grammar school,
One possible solution is to introduce the characterized by problem ampleness content that is
scientific method, which is an integral part of the less pronounced in the natural-mathematical
physical or natural, concepts of reality and that is the direction, because of the larger number of
essential difference between blind faith and the classes (2+3 +3 +5, from grade I to IV, respectively),
discovery of truth. The good results shown by the use compared to the socio-linguistic direction in which
of constructivist methods, based on Piaget theory the smaller classes (2+2+2+2, from grade I to IV,
cognitive development [16] or meaningful-receptive respectively). Although the level of content in the
method according Ausubel meaningful learning [17] socio-linguistic direction is slightly relaxed
whose results are shown in the example of the compared to the natural direction, not interested
application of teaching chemistry [18]. New research students for teaching physics-oriented social group of
shows that in that way acquired knowledge, skills cases, often resulting in the issue of whether the
and skills show higher quantum, quality and contents of physics in general they need? Yet despite
retention. When students actively participate in class the initial orientation toward social objects, often
and learn about the scientific process of discovering happens due to the activities of teachers to modernize
the truth, better understand the process of education the teaching of physics, students socio-linguistic
and their role in it [19]. direction enroll faculties of natural sciences,
TEM Journal – Volume 1 / Number 2 / 2012. 88
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