Pre-service Teachers’ Preparedness to Teach Selected Physics Topics within Integrated Science at the Basic Schools, in Ghana.

2024-10-07T06:37:36+03:00

Physics provides profound insights into the structure of the cosmos and the mechanisms behind physical phenomena. Technological advancements in this field are pivotal to the progress of civilization. Understanding physics is essential for comprehending natural phenomena in our immediate surroundings and the farthest reaches of the universe. This study, employing a descriptive survey design, examined the competencies of pre-service teachers and their preparedness to teach selected physics topics within integrated science at the basic school level. The sample comprised 560 second-year pre-service teachers from a population of 880, all studying General Physics at Colleges of Education affiliated with the University of Cape Coast, Ghana. Data were collected using a closed-ended questionnaire and analyzed with descriptive statistics (frequency tables). An independent sample t-test was conducted to identify disparities in preparedness between male and female pre-service teachers. The findings revealed that pre-service teachers were generally well-prepared to teach physics topics such as energy, measurement, motion, basic electronics, and electricity, as indicated by their high scores in related dimensions. However, male pre-service teachers showed higher preparedness across most dimensions. It is recommended that colleges provide more opportunities for female pre-service teachers to engage with experienced educators as mentors and role models. Such mentorship programs could offer crucial guidance, support, and encouragement, aiding pre-service teachers in navigating their teaching careers.

Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer

2025-11-03T21:49:48+03:00

Digital educational games have demonstrated large variations in learning outcomes and transfer. Furthermore, educational games are usually embedded in a larger educational setting. This case study evaluates in detail a lesson around an educational game designed to foster transfer. The game, Newton’s Race, is an intrinsically integrated game on Newtonian mechanics. Outside of the game, lesson activities include a debriefing session, a generalisation assignment, and an assignment on transfer situations. This lesson was evaluated using a mixed-methods approach. A pre- post-test design (N=27) demonstrated a large significant learning effect (p = .002, d = .908). Transfer, as measured within the post-test, was also fostered significantly. In the qualitative part of the study, students’ written statements on the worksheets and students’ utterances during the discussion were analyzed using open coding. A great majority (79 %) of all quotes were coded as scientifically correct.

International Journal of Physics and Chemistry Education

Pre-service Teachers’ Preparedness to Teach Selected Physics Topics within Integrated Science at the Basic Schools, in Ghana.

Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer