Language and conceptual change strategies in physics teaching
Date
2014-03-19
Authors
Nkopodi, Nkopodi
Journal Title
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Abstract
This study considers pupils understanding of the topic of pressure together with some
of the language problems they experience. Some language strategies which may be
used by teachers to remedy these problems are identified.
The sample is mainly standard 7 black children (aged about 13, N = 431) in a second
language situation in South Africa. The black children spoke mainly Sepedi (also
known as Northern Sotho) at home. However two classes of English first language
pupils and teachers were involved in the initial stages of the research. During this
initial investigations ten lessons and interviews were tape recorded and language and
conceptual difficulties identified. Then interviews were conducted with 4 teachers and
10 pupils. Anecdotes in the interviews showed language difficulties and conceptual
difficulties which could be attributed to language. These were then used in the
development of worksheets for pupils and a teachers’ guide.
During the initial investigations of the misconceptions, an open test was administered
to graduate student teachers as a convenience sample because of the unrest situation
caused by the political climate of the day at the schools. This open test was then
converted into a multiple choice form and administered to a large sample of school
pupils. Respondents to the tests were also required to give reasons for their answers.
The test was first piloted with student teachers and physics bridging course students
at a university, before the main pilot with school pupils. Further misconceptions
unfolded during the piloting process.
The final test was administered both as a pre-test and as a post-test to an experimental
and a control group, a total of 571 pupils. The reasons given for the correct answers
were coded so that quantitative analysis could be used.
In general, performance was poor both in the experimental and the control groups
despite intervention. In an effort to understand effects of language competence on
performance in the conceptual test, four language tests which were previously used
in an English 1st language situation in the UK were modified and each administered
to 25% of the sample. These language tests however proved very difficult for the
pupils. Scores were low and no correlation could be found between the language tests
and the conceptual tests. Language difficulties were however identified in single
incidences from teachers as well as pupils. Some of the language difficulties led to
conceptual difficulties.
In conclusion many pupils have difficulty in understanding the concepts in the topic
hydrostatic pressure. Some of these difficulties may be compounded by language
problems.