Abstract:
This presentation outlines a small research study that interviews physics teachers about how they learned to run practical work in their classes, what they consider practical work to be, what they think students gain from practical work and the barriers that limit practical work. The study looks to make visible the range of experiences, beliefs and purposes of New Zealand physics teachers concerning practical work Results show that teachers consider practical work essential in learning physics and are often looking to find or develop new practical work tasks. Also, more experienced teachers figured significantly as mentors when a number of the teachers interviewed were learning to run practical work. Finally, participants will be invited to discuss what further research into NZ physics teaching would be valuable.