Promoting Physics Literacy through Enquiry-based Learning Online

Year 2017, Volume: 3 Issue: 2, 183 - 195, 31.07.2017

Wan Ng Elizabeth Angstmann

https://doi.org/10.21891/jeseh.326750

Cited By: 4

Abstract

In Australia, as in a number of other countries, studies have
consistently shown a low enrolment trend towards Physics by students in
post-secondary years, due partly to the subject being perceived as conceptually
difficult and abstract to grasp. In order to promote Physics literacy,
continued opportunities such as online courses for students to engage in Physics
education are necessary. For courses that are aimed at reaching out to students
with little Physics background, the pedagogy needs to be considered carefully,
especially when it is taught entirely in an online learning environment. This
research investigated a fully online, inquiry-based course design aimed at
motivating students to learn Physics and its impact on students’ learning
experiences at an Australian university. The research compared the learning
experiences of students whose career trajectories are science-related and those
who are not in order to assess its effectiveness in promoting Physics literacy.
An online survey containing Likert-scale items as well as open questions
elicited students’ perceptions of the impact of the online course on their
learning.  The volunteer research participants were 59
undergraduates, where about two
thirds of the participants were science students and one-third non-science
students. The results showed that students were positive about the pedagogical
structure and content in the online Physics course. Except for one item, there
were no other statistically significant differences between science and
non-science students’ responses in the study, suggesting that the pedagogical
design catered to the needs of both groups of students, an important element in
promoting Physics literacy across a broad range of students. 

Keywords

Physics literacy, Online learning, Undergraduate, Physics, Inquiry-based learning, Online pedagogy

References

• Ng, W. & Angstmann, E. (2017). Promoting physics literacy through enquiry-based learning online. Journal of Education in Science, Environment and Health (JESEH), 3(2), 183-195.