{"id":{"repo_id":"helsinki","oai_identifier":"oai:helda.helsinki.fi:10138/39022"},"canonical_url":"https://search.dev.ndltd.org/etd/helsinki/oai:helda.helsinki.fi:10138/39022","repository":{"repo_id":"helsinki","name":"University of Helsinki","base_url":"https://helda.helsinki.fi/server/oai/request"},"display":{"title":"Effects of an in-service training program on physics teachers' pedagogical content knowledge : The role of experiments and interacting bodies in teaching Newtonian mechanics","abstract":"Within the framework of a national science and mathematics education development program a long-term physics teachers training program was organized. The aim of the program was to enhance teachers pedagogical content knowledge, especially regarding the role of experiments in physics education. The role of experiments was discussed based on a practical teaching philosophy called perceptional approach. The research aimed at exploring teachers experience of the training program, as well as the effect it had on their beliefs about the role of experiments and the concept of interaction (interacting bodies) in teaching Newtonian mechanics. Moreover, the goal was to examine the influence of teachers' beliefs about interaction on students conceptual understanding of force. The model of pedagogical content knowledge and the model of practical conceptual change formed the frameworks for the research. The results of the teacher survey showed that teachers considered the training valuable for their daily teaching practice. The laboratory course was regarded to be most valuable. The course dealing with theoretical principles of the perceptional approach was less advantageous. Approximately 20% of the teachers had changed their beliefs in the use of experiments after the ideas represented in the training program. There were no significant differences between the experimental and control groups in the views regarding the reasons for using experiments in teaching physics. The most important objective for practical work was to enhance students learning of concepts. According to teacher interviews, some teachers were influenced by the program and the way experiments could be used in supporting the creation of meanings for concepts. However, some teachers strongly held to their previous beliefs. The effect of the training program on teachers beliefs about the concept of interaction as an organizing principle in teaching mechanics was examined using teacher interviews. The results showed no remarkable effects. However, the explicit use of interaction as a guiding principle in teaching Newtonian mechanics enhanced students conceptual understanding of force as measured with the Force Concept Inventory, which was translated into Finnish.","abstract_html":"Within the framework of a national science and mathematics education development program a long-term physics teachers training program was organized. The aim of the program was to enhance teachers pedagogical content knowledge, especially regarding the role of experiments in physics education. The role of experiments was discussed based on a practical teaching philosophy called perceptional approach. The research aimed at exploring teachers experience of the training program, as well as the effect it had on their beliefs about the role of experiments and the concept of interaction (interacting bodies) in teaching Newtonian mechanics. Moreover, the goal was to examine the influence of teachers' beliefs about interaction on students conceptual understanding of force. The model of pedagogical content knowledge and the model of practical conceptual change formed the frameworks for the research. The results of the teacher survey showed that teachers considered the training valuable for their daily teaching practice. The laboratory course was regarded to be most valuable. The course dealing with theoretical principles of the perceptional approach was less advantageous. Approximately 20% of the teachers had changed their beliefs in the use of experiments after the ideas represented in the training program. There were no significant differences between the experimental and control groups in the views regarding the reasons for using experiments in teaching physics. The most important objective for practical work was to enhance students learning of concepts. According to teacher interviews, some teachers were influenced by the program and the way experiments could be used in supporting the creation of meanings for concepts. However, some teachers strongly held to their previous beliefs. The effect of the training program on teachers beliefs about the concept of interaction as an organizing principle in teaching mechanics was examined using teacher interviews. The results showed no remarkable effects. However, the explicit use of interaction as a guiding principle in teaching Newtonian mechanics enhanced students conceptual understanding of force as measured with the Force Concept Inventory, which was translated into Finnish.","abstract_has_math":false,"creators":["Jauhiainen, Johanna"],"institution":"Helsingin yliopisto","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-29","date_published":"2013-05-29","updated_at":"2026-08-21T22:21:56Z","subjects":["kasvatustiede"],"languages":["eng"],"rights":["Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.","This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.","Publikationen är skyddad av upphovsrätten. Den får läsas och skrivas ut för personligt bruk. Användning i kommersiellt syfte är förbjuden."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10138/39022","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://helda.helsinki.fi/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Ahelda.helsinki.fi%3A10138%2F39022","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Jauhiainen, Johanna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-05-06T08:08:26Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-05-19","2013-05-06T08:08:26Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-05-29"]},{"key":"dc:publisher","label":"Institution","values":["Helsingin yliopisto","Helsingfors universitet","University of Helsinki"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["kasvatustiede"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.","This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.","Publikationen är skyddad av upphovsrätten. Den får läsas och skrivas ut för personligt bruk. Användning i kommersiellt syfte är förbjuden."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10138/39022"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Within the framework of a national science and mathematics education development program a long-term physics teachers training program was organized. The aim of the program was to enhance teachers pedagogical content knowledge, especially regarding the role of experiments in physics education. The role of experiments was discussed based on a practical teaching philosophy called perceptional approach. The research aimed at exploring teachers experience of the training program, as well as the effect it had on their beliefs about the role of experiments and the concept of interaction (interacting bodies) in teaching Newtonian mechanics. Moreover, the goal was to examine the influence of teachers' beliefs about interaction on students conceptual understanding of force. The model of pedagogical content knowledge and the model of practical conceptual change formed the frameworks for the research. The results of the teacher survey showed that teachers considered the training valuable for their daily teaching practice. The laboratory course was regarded to be most valuable. The course dealing with theoretical principles of the perceptional approach was less advantageous. Approximately 20% of the teachers had changed their beliefs in the use of experiments after the ideas represented in the training program. There were no significant differences between the experimental and control groups in the views regarding the reasons for using experiments in teaching physics. The most important objective for practical work was to enhance students learning of concepts. According to teacher interviews, some teachers were influenced by the program and the way experiments could be used in supporting the creation of meanings for concepts. However, some teachers strongly held to their previous beliefs. The effect of the training program on teachers beliefs about the concept of interaction as an organizing principle in teaching mechanics was examined using teacher interviews. The results showed no remarkable effects. However, the explicit use of interaction as a guiding principle in teaching Newtonian mechanics enhanced students conceptual understanding of force as measured with the Force Concept Inventory, which was translated into Finnish.","Kansallisen luonnontieteen ja matematiikan opetusta kehittävän projektin puitteissa järjestettiin fysiikan opettajien täydennyskoulutusohjelma, jonka tavoitteena oli kehittää opettajien pedagogista sisältötietoa erityisesti liittyen kokeellisten töiden rooliin fysiikan opetuksessa. Kokeiden roolia tarkasteltiin hahmottavan lähestymistavan mukaan, jossa käsitteiden empiirinen merkitys perustuu hahmotusprosessiin. Tutkimuksen tavoitteena oli selvittää opettajien kokemuksia täydennyskoulutuksesta sekä sen vaikutusta opettajien uskomuksiin kokeellisten töiden roolista sekä vuorovaikutuskäsitteestä Newtonin mekaniikan opetuksessa. Lisäksi tavoitteena oli tarkastella vuorovaikutuskäsitteeseen liittyvien uskomuksen vaikutusta oppilaiden voimakäsitteen ymmärtämiseen. Pedagogisen sisältötiedon käsite ja malli praktisesta käsitteellisestä muutoksesta muodostivat tutkimuksen teoreettisen viitekehyksen. Opettajien kyselytutkimuksen perusteella täydennyskoulutus koettiin hyödylliseksi käytännön opetustyötä ajatellen. Laboratoriokurssia pidettiin kaikkien hyödyllisimpänä. Hahmottavan lähestymistavan teoreettisia periaatteita käsittelevää kurssia ei koettu niin tarpeelliseksi. Opettajien kyselytutkimus osoitti, että noin 20 % opettajista oli muuttanut uskomuksiaan kokeellisuuden merkityksestä täydennyskoulutuksessa esitettyjen ideoiden suuntaan. Tutkimus- ja kontrolliryhmien välillä ei havaittu tilastollisesti merkitseviä eroja kokeellisten töiden tavoitteille. Tärkein peruste kokeellisille töille oli parantaa oppilaiden käsitteiden oppimista. Haastattelututkimuksen perusteella täydennyskoulutus oli vaikuttanut joidenkin opettajien tapaan tukea käsitysten merkitysten luomista kokeellisten töiden avulla. Osa opettajista piti tiukasti kiinni aikaisemmista uskomuksistaan, joissa kokeellisuudella oli vähäisempi rooli fysiikan opetuksessa. Täydennyskoulutuksen vaikutusta opettajien uskomuksiin vuorovaikutuksesta mekaniikan opetusta järjestävänä periaatteena tarkasteltiin opettajien haastattelujen perusteella. Täydennyskoulutuksella ei ollut huomattavaa vaikutusta opettajien uskomuksiin. Kuitenkin käsitteen käyttö ohjaavana periaatteena Newtonin mekaniikan opetuksessa paransi oppilaiden ymmärrystä voimasta."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Effects of an in-service training program on physics teachers' pedagogical content knowledge : The role of experiments and interacting bodies in teaching Newtonian mechanics"]}]}],"canonical_facts":{"dc:creator":["Jauhiainen, Johanna"],"dc:date.accessioned":["2013-05-06T08:08:26Z"],"dc:date.available":["2013-05-19","2013-05-06T08:08:26Z"],"dc:date.issued":["2013-05-29"],"dc:description.abstract":["Within the framework of a national science and mathematics education development program a long-term physics teachers training program was organized. The aim of the program was to enhance teachers pedagogical content knowledge, especially regarding the role of experiments in physics education. The role of experiments was discussed based on a practical teaching philosophy called perceptional approach. The research aimed at exploring teachers experience of the training program, as well as the effect it had on their beliefs about the role of experiments and the concept of interaction (interacting bodies) in teaching Newtonian mechanics. Moreover, the goal was to examine the influence of teachers' beliefs about interaction on students conceptual understanding of force. The model of pedagogical content knowledge and the model of practical conceptual change formed the frameworks for the research. The results of the teacher survey showed that teachers considered the training valuable for their daily teaching practice. The laboratory course was regarded to be most valuable. The course dealing with theoretical principles of the perceptional approach was less advantageous. Approximately 20% of the teachers had changed their beliefs in the use of experiments after the ideas represented in the training program. There were no significant differences between the experimental and control groups in the views regarding the reasons for using experiments in teaching physics. The most important objective for practical work was to enhance students learning of concepts. According to teacher interviews, some teachers were influenced by the program and the way experiments could be used in supporting the creation of meanings for concepts. However, some teachers strongly held to their previous beliefs. The effect of the training program on teachers beliefs about the concept of interaction as an organizing principle in teaching mechanics was examined using teacher interviews. The results showed no remarkable effects. However, the explicit use of interaction as a guiding principle in teaching Newtonian mechanics enhanced students conceptual understanding of force as measured with the Force Concept Inventory, which was translated into Finnish.","Kansallisen luonnontieteen ja matematiikan opetusta kehittävän projektin puitteissa järjestettiin fysiikan opettajien täydennyskoulutusohjelma, jonka tavoitteena oli kehittää opettajien pedagogista sisältötietoa erityisesti liittyen kokeellisten töiden rooliin fysiikan opetuksessa. Kokeiden roolia tarkasteltiin hahmottavan lähestymistavan mukaan, jossa käsitteiden empiirinen merkitys perustuu hahmotusprosessiin. Tutkimuksen tavoitteena oli selvittää opettajien kokemuksia täydennyskoulutuksesta sekä sen vaikutusta opettajien uskomuksiin kokeellisten töiden roolista sekä vuorovaikutuskäsitteestä Newtonin mekaniikan opetuksessa. Lisäksi tavoitteena oli tarkastella vuorovaikutuskäsitteeseen liittyvien uskomuksen vaikutusta oppilaiden voimakäsitteen ymmärtämiseen. Pedagogisen sisältötiedon käsite ja malli praktisesta käsitteellisestä muutoksesta muodostivat tutkimuksen teoreettisen viitekehyksen. Opettajien kyselytutkimuksen perusteella täydennyskoulutus koettiin hyödylliseksi käytännön opetustyötä ajatellen. Laboratoriokurssia pidettiin kaikkien hyödyllisimpänä. Hahmottavan lähestymistavan teoreettisia periaatteita käsittelevää kurssia ei koettu niin tarpeelliseksi. Opettajien kyselytutkimus osoitti, että noin 20 % opettajista oli muuttanut uskomuksiaan kokeellisuuden merkityksestä täydennyskoulutuksessa esitettyjen ideoiden suuntaan. Tutkimus- ja kontrolliryhmien välillä ei havaittu tilastollisesti merkitseviä eroja kokeellisten töiden tavoitteille. Tärkein peruste kokeellisille töille oli parantaa oppilaiden käsitteiden oppimista. Haastattelututkimuksen perusteella täydennyskoulutus oli vaikuttanut joidenkin opettajien tapaan tukea käsitysten merkitysten luomista kokeellisten töiden avulla. Osa opettajista piti tiukasti kiinni aikaisemmista uskomuksistaan, joissa kokeellisuudella oli vähäisempi rooli fysiikan opetuksessa. Täydennyskoulutuksen vaikutusta opettajien uskomuksiin vuorovaikutuksesta mekaniikan opetusta järjestävänä periaatteena tarkasteltiin opettajien haastattelujen perusteella. Täydennyskoulutuksella ei ollut huomattavaa vaikutusta opettajien uskomuksiin. Kuitenkin käsitteen käyttö ohjaavana periaatteena Newtonin mekaniikan opetuksessa paransi oppilaiden ymmärrystä voimasta."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10138/39022"],"dc:language.iso":["eng"],"dc:publisher":["Helsingin yliopisto","Helsingfors universitet","University of Helsinki"],"dc:rights":["Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.","This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.","Publikationen är skyddad av upphovsrätten. Den får läsas och skrivas ut för personligt bruk. Användning i kommersiellt syfte är förbjuden."],"dc:subject":["kasvatustiede"],"dc:title":["Effects of an in-service training program on physics teachers' pedagogical content knowledge : The role of experiments and interacting bodies in teaching Newtonian mechanics"],"dc:type.dcmitype":["Text"]},"updated_at":"2026-08-21T22:21:56Z"}