Linking Physics Concepts to Everyday Life at Advanced Level: Value, Concerns and Practice

Abstract

This study explores how physics teachers perceive and value the linking of physics concepts to everyday life, and their ideas about factors influencing the uptake of such a teaching strategy. The research is motivated by the idea that meaningful learning occurs when physics concepts are related to Zimbabwean everyday life. A mixed methods approach was employed for the study. A survey with Likert scale questionnaire items and semi-structured interviews were utilised to solicit data from participants. Random sampling was utilised to select 56 participants from four educational provinces in Zimbabwe. In this survey, 10 participants were purposively selected for interviews. Descriptive statistics was employed to elaborate quantitative data, and qualitative data was collated into emerging themes for analysis and discussion. The main findings suggest that teachers value linking physics concepts to everyday life. The linking of physics concepts to everyday life is influenced by the teachers’ instructional skills, lack of detailed curriculum specifications, limited opportunities to share experiences, inadequate external support, time constraints and the perceived labour-intensive nature of the enterprise. The study recommends the revisiting of the physics curriculum to make the attainment standards more explicit to the requirement of linking physics concepts to everyday life. It also recommends the writing of topic specific modules that are contextualised. Furthermore, the study recommends staff developing physics teachers to deepen their competences in linking physics concepts to everyday life experiences.