[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598098-105":59,"doc-detail-598098-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","professionalising-physics-teachers-in-doing-experimental-work","Professionalising Physics Teachers in Doing Experimental Work","","Experiments are widely regarded as central to teaching and learning physics, yet classroom practice often falls short of the expectations tied to scientific literacy and competence orientation. The study analyzes why conventional instruction still emphasizes content mastery and rarely implements experiments that cognitively activate students or address the Nature of Science (NOS). It focuses on inservice teachers’ beliefs about the function of experiments and how they can be integrated meaningfully, while examining teacher professional development through case studies in continuing training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professionalising-physics-teachers-in-doing-experimental-work/598098/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professionalising-physics-teachers-in-doing-experimental-work/598098.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are experiments considered important in physics education?","Question",{"text":112,"@type":113},"Experiments play a central role in teaching and learning physics by helping learners understand key physics concepts and supporting “learning about science” and “doing science”.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What gap exists between expectations and school reality?",{"text":117,"@type":113},"Empirical studies suggest that school practice does not match expectations: experiments that activate students cognitively and address the Nature of Science (NOS) are not widely implemented.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study investigate about teachers?",{"text":121,"@type":113},"The study examines inservice teachers’ beliefs about the function of experiments in science teaching and how they can be integrated meaningfully, using case studies to follow teachers during continuing training.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598098,1792209499,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.333  \nProfessionalising Physics Teachers in Doing Experimental Work  \nClaudia Haagen-Schützenhöfer*1 and Birgit Joham2  \n• It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boost for experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the central concepts of physics. Besides this function of “learning physics”, empirical evidence shows that experimental work in general has a high potential for promoting “learning about science” and finally “doing science”. Promoting aspects of how science works has become important, as the ideas of scientific literacy and competence orientation have been established as central educational goals in many national education systems. However, empirical studies show that the reality in schools does not match these expectations. Conventional physics classes still aim only at the mastery of content, and experiments that cognitively activate students and address issues related to the Nature of Science (NOS) have not been implemented extensively. The reasons for this can be found in teachers’ attitudes and beliefs, as well as in their PCK concerning experiments and scientific knowledge production. In past decades in Austria, teacher education did not focus a great deal on the didactical aspects of experiments or their integration into physics classes in order to promote aspects of scientific literacy and competence orientation. Furthermore, there is a lack of high quality continuing professional development courses that promote the concepts of Inquiry-Based Learning (IBL) in combination with relevant ideas of NOS. The present study examines inservice teachers’ beliefs about the function of experiments in science teaching and their meaningful integration into science classes. In the form of case studies, we follow the professional development of teachers in this field during continuing teacher training.  \nKeywords: experiments in science teaching, continuous professional development course, Inquiry-Based Learning  \n1 *Corresponding Author. University of Graz, Institute of Physics, Austria; [claudia.haagen@uni-graz.at](claudia.haagen@uni-graz.at).  \n2 KLEX – Klusemann Extern, Austria.  \nProfesionalizacija učiteljev fizike v izvajanjueksperimentalnega dela  \nClaudia Haagen-Schützenhöfer in Birgit Joham  \n• Pogosto se strinjamo, da eksperimenti igrajo osrednjo vlogo vpoučevanju in učenju fizike. Pred kratkim so učenje z raziskovanjem vveliko državah vpeljali v poučevanje naravoslovja, kar je dalo eksperimentiranju nov zagon. Z didaktičnega vidika lahko poskusi služijo vrstirazličnih ciljev v poučevanju in učenju fizike. Prvič, poskusi lahko podpirajo učence pri razumevanju osrednjih fizikalnih konceptov. Poleg te funkcije »učenja fizike« empirični podatkikažejo, da ima eksperimentalno delo na splošno visokpotencial za promocijo »učenja o naravoslovju« in ne nazadnje za »izvajanje naravoslovja« . Promocija tega, kako delujeznanost, je postala pomembna, saj je ideja naravoslovne pismenosti inrazvoja naravoslovnih kompetenc postala osrednji izobraževalni cilj vveliko nacionalnih izobraževalnih sistemih. Empirične raziskave pakažejo, da se realnost v šolah ne sklada s tem. Konvencionalni pouk fizike še vedno temelji na obvladovanju učne vsebine, medtem ko poskusi, ki kognitivno aktivirajo učence in naslavljajo zadeve, povezanez naravo naravoslovja, še niso pogosto implementirani. Razloge za tolahko najdemo v stališčih in prepričanjih učiteljev pa tudi v njihovempedagoško vsebinskem znanju, ki vključuje poskuse in naravoslovnoznanje. V zadnjih desetletjih se izobraževanje učiteljev v Avstriji ni osredinjalo na didaktične vidike poskusov ali njihovo vključevanje v pouk fizike z namenom","cbCaivikFCcrM9Rc","https://ap.wps.com/l/cbCaivikFCcrM9Rc","pdf",696637,26,"English","# Introduction: Motivation and Starting Point\n## Experiments and practical work in science education\n## Inquiry-Based Learning (IBL) as a new focus","[{\"question\":\"Why are experiments considered important in physics education?\",\"answer\":\"Experiments play a central role in teaching and learning physics by helping learners understand key physics concepts and supporting “learning about science” and “doing science”.\"},{\"question\":\"What gap exists between expectations and school reality?\",\"answer\":\"Empirical studies suggest that school practice does not match expectations: experiments that activate students cognitively and address the Nature of Science (NOS) are not widely implemented.\"},{\"question\":\"What does the study investigate about teachers?\",\"answer\":\"The study examines inservice teachers’ beliefs about the function of experiments in science teaching and how they can be integrated meaningfully, using case studies to follow teachers during continuing training.\"}]","Professionalising Physics Teachers in Doing Experimental Work | PDF",1792086283,66]