PHYSICAL EDUCATION AND SKILLS HYPOTHETICAL DEDUCTIVE

Abstract

The purpose of this study was to examine the hypothetico-deductive skills demonstrated by teachers during the resolution of the pendulum problem. Specifically, we were interested in addressing the following: Do science-background teachers approach the solution of the pendulum problem in a scientific manner more frequently than non-science-background teachers? In order to answer this, we presented teachers with a pendulum with three different lengths and three different masses, in a manner similar to Inhelder and Piaget, and then asked them to answer a questionnaire. Participants were science education teachers that had either a science background or a non-science background. Results indicated that both science and non-science background teachers had difficulty in solving the problem correctly; that is, in identifying the single factor determining the frequency of the pendulum after experimenting with the provided lengths and masses. Results are discussed in the context of science teacher preparation and training. It is not our intent to “blame” teachers.  Our expectation is to stimulate reflection upon the scientific skills teachers bring to their science classrooms. Content knowledge of the subject matter to be taught may not be enough.  The scientific skills teachers use to solve science problems and that they may be “inadvertently” passing along to their students, appear to be equally important in the process of teaching-learning science.