Teaching Philosophy Statement for Physics Teachers: Let’s Think About
Abstract
The statement of teaching philosophy reflects on teachers’ growth and dedication to achieve the goal and values. Concerning philosophy, physics is the most fundamental science discipline which has profound philosophical implications. This article aims to discuss the importance of the teaching philosophy statement (TPS) for sustaining the teaching-learning process in the classroom. Moreover, it also includes the authors’ TPS in teaching physics. This academic paper employs the systematic literature review and narrative literature review to explain scholarly opinion regarding teaching philosophy among physics and natural sciences philosophers. Three educational implications have been discussed. First, educators need to realize that not every student wants to be a physicist, and teachers need to manage this problem. More often, the physics teachers also have to think about addressing students with different abilities in the classroom. Second, as the facilitator of the learning outcomes, the teachers must possess good character and value-laden attributes necessary for teaching. Finally, the researchers of this study provide the TPS for physics, “Let Us Think About,” and philosophical implications in teaching physics. The term of teaching philosophy may vary based on the expert who writes it and its application in the classroom (i.e., philosophy in science teaching, philosophy of physics, philosophy of science in teaching, teaching philosophy, teaching statement, and teaching philosophy statement). However, the teaching philosophy statement is the most common phrase since Beatty et al. explain the concept in the early 21st century. In addition, the finding indicates that TPS is important for developing teachers’ way of thinking in the classroom setting.
Keywords
Full Text:
PDFReferences
Alexander, P., Chabot, K., Cox, M., DeVoss, D. N., Gerber, B., Perryman-Clark, S., Platt, J., Sackey, D. J., & Wendt, M. (2012). Teaching with Technology: Remediating the Teaching Philosophy Statement. Computers and Composition, 29(1), 23–38.
Anastasia, P., & Xenia, S. (2005). Teachers quality in long life learning research for the training needs of teachers on multi-cultural education. Journal of Science Education, 6, 6–8.
Anderson, L. W., & Sosniak, L. A. (1994). Bloom’s Taxonomy. Univ. Chicago Press.
Ayık, Z., & Coştu, B. (2020). A study on demonstration of the nature of science in science textbooks: History and philosophy of science perspectives. Jurnal Pendidikan IPA Indonesia, 9(3), 451–464.
Bächtold, M., & Munier, V. (2019). Teaching energy in high school by making use of history and philosophy of science. Journal of Research in Science Teaching, 56(6), 765–796.
Bakri, F., Sumardani, D., & Muliyati, D. (2019). Integrating augmented reality into worksheets: Unveil learning to support higher-order thinking skills. AIP Conference Proceedings, 2169, 020012.
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control.
Bartholomew, R., Anderson, D., & Moeed, A. (2012). Resilience of science teaching philosophies and practice in early career primary teaching graduates. Eurasia Journal of Mathematics, Science and Technology Education, 8(2), 103–112.
Beatty, J. E., Leigh, J., & Lund Dean, K. (2020a). The More Things Change, the More They Stay the Same: Teaching Philosophy Statements and the State of Student Learning. Journal of Management Education, 44(5), 533–542.
Beatty, J. E., Leigh, J. S. A., & Lund Dean, K. (2009a). Finding Our Roots: An Exercise For Creating a Personal Teaching Philosophy Statement. Journal of Management Education, 33(1), 115–130.
Beatty, J. E., Leigh, J. S. A., & Lund Dean, K. (2009b). Philosophy Rediscovered: Exploring the Connections Between Teaching Philosophies, Educational Philosophies, and Philosophy. Journal of Management Education, 33(1), 99–114.
Beatty, J. E., Leigh, J. S. A., & Lund Dean, K. (2020b). Republication of: Finding Our Roots: An Exercise For Creating a Personal Teaching Philosophy Statement. Journal of Management Education, 44(5), 560–576.
Bektasli, B. (2006). The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students. The Ohio State University.
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I. Cognitive Domain. New York: David McKay.
Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields. Journal of Engineering Education, 103(1), 45–76.
Budi, A. S., Sumardani, D., Muliyati, D., Bakri, F., Chiu, P.-S., Mutoharoh, & Siahaan, M. (2021). Virtual Reality Technology in Physics Learning: Possibility, Trend, and Tools. Journal of Research & Development of Physics Education, 7(1), 23–34.
Cerbin, W. (1996). Inventing a new genre: The course portfolio at the University of Wisconsin-La Crosse. In Hutchings (Ed.), Making teaching community property: A menu for peer collaboration and peer review, 52–56.
Chism, N. V. N. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 9(3), 1–2.
Crowe, M. J. (1999). Pierre Duhem, the History and Philosophy of Physics, and the Teaching of Physics. Physics in Perspective, 1(1), 54–64.
Drolet, J. (2013). Statement of Teaching Philosophy: My Role as Field Education Coordinator. Social Work Education, 32(2), 274–277.
Duhem, P. (1906). The aim and structure of physical theory: La Theorie Physique, son objet et sa structure. Chevalier et Riviére Paris.
Eger, M. (1972). Physics and philosophy: a problem for education today. American Journal of Physics, 40(3), 404–415.
Eierman, R. J. (2008). The teaching philosophy statement: Purposes and organizational structure. Journal of Chemical Education, 85(3), 336.
Elkana, Y. (2000). Science, Philosophy of Science and Science Teaching. Science and Education, 9(463–485).
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.
Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Geršicová, Z., & Barnová, S. (2018). Personal and social training as a part of class teachers’ lifelong learning. Acta Educationis Generalis, 8(2), 24–39.
Goodyear, G. E., & Allchin, D. (1998). Statements of Teaching Philosophy. To Improve the Academy, 17(1), 103–121.
Grundman, H. G. (2006). Writing a Teaching Philosophy Statement. Notices of the AMS, 53(11), 1329–1333.
Gunawan, G., Suranti, N. M. Y., Nisrina, N., & Herayanti, L. (2018). Students’ problem-solving skill in physics teaching with virtual labs. International Journal of Pedagogy and Teacher Education, 2, 10–87.
Hakim, A., Liliasari, L., Setiawan, A., & Saptawati, G. A. P. (2017). Interactive multimedia thermodynamics to improve creative thinking skill of physics prospective teachers. Jurnal Pendidikan Fisika Indonesia, 13(1), 33–40.
Henke, A., & Höttecke, D. (2015). Physics teachers’ challenges in using history and philosophy of science in teaching. Science & Education, 24(4), 349–385.
Hung, R. (2014). In Search of Ecopedagogy: Emplacing Nature In the Light of Proust and Thoreau. Educational Philosophy and Theory, 46(13), 1387–1401.
Hutchins, N. M., Biswas, G., Maróti, M., Lédeczi, Á., Grover, S., Wolf, R., Blair, K. P., Chin, D., Conlin, L., & Basu, S. (2020). C2STEM: a System for Synergistic Learning of Physics and Computational Thinking. Journal of Science Education and Technology, 29(1), 83–100.
Kabil, O. (2015). Philosophy in Physics Education. Procedia - Social and Behavioral Sciences, 197, 675–679.
Kearns, K. D., & Sullivan, C. S. (2011). Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy. Advances in Physiology Education, 35(2), 136–145.
Knopf, J. (2006). Doing a Literature Review. Political Science & Politics, 39(1), 127–132.
Kuhlmann, M., & Stöckler, M. (2018). Quantum field theory. In The Philosophy of Quantum Physics (pp. 221-262). Springer, Cham.
Kurki-Suonio, K. (2011). Principles Supporting the Perceptional Teaching of Physics: A “Practical Teaching Philosophy.” Science & Education, 20(3), 211–243.
Lai, M.-L., Tsai, M.-J., Yang, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee, S. W.-Y., Lee, M.-H., Chiou, G.-L., Liang, J.-C., & Tsai, C.-C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. In Educational Research Review, 10, 90–115.
Laundon, M., Cathcart, A., & Greer, D. A. (2020). Teaching Philosophy Statements. Journal of Management Education, 44(5), 577–587.
Maknun, J. (2020). Implementation of Guided Inquiry Learning Model to Improve Understanding Physics Concepts and Critical Thinking Skill of Vocational High School Students. International Education Studies, 13(6), 117–130.
Marušić, M., & Sliško, J. (2017). High-school students believe school physics helps in developing logical but not creative thinking: Active learning can change this idea. European Journal of Physics Education, 5(4), 30–41.
Matthews, M. R. (1988). A role for history and philosophy in science teaching. Educational Philosophy and Theory, 20(2), 67–81.
Matthews, M. R. (1990). History, philosophy and science teaching what can be done in an undergraduate course? Studies in Philosophy and Education, 10(1), 93–97.
Merkel, W. (2020). “What I Mean Is…”: The role of dialogic interactions in developing a statement of teaching philosophy. Journal of Second Language Writing, 48, 100702.
Muliyati, D., Tanmalaka, A. S., Ambarwulan, D., Kirana, D., & Permana, H. (2020). Train the computational thinking skill using problem-based learning worksheet for undergraduate physics student in computational physics courses. Journal of Physics: Conference Series, 1521(2), 22024.
Muzaky, A. F., & Sunarno, W. (2020). Evaluating students logical thinking ability: TPACK model as a physics learning strategy to improve students logical thinking ability. Journal of Physics: Conference Series, 1511(1), 12027.
Noll, E. D. (2002). Teaching Kepler’s laws as more than empirical statements. Physics Education, 37(3), 245–250.
Oxley, J. (2015). Writing a Teaching Statement. Notices of the AMS, 62(2), 59–61.
Pospiech, G. (2003). Philosophy and quantum mechanics in science teaching. Science and Education, 12(5–6), 559–571.
Radu, L. (2011). John Dewey and progressivism in American education. Bulletin of the Transilvania University of Braşov, Series VII: Social Sciences and Law, 2, 85–90.
Rajapaksha, A., & Hirsch, A. S. (2017). Competency based teaching of college physics: The philosophy and the practice. Physical Review Physics Education Research, 13(2), 20130.
Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The Development of an Instrument to Measure the Higher Order Thinking Skill in Physics. European Journal of Educational Research, 8(3), 743–751.
Redish, E. F. (2005a). Changing student ways of knowing: What should our students learn in a physics class? Proceedings of World View on Physics Education, 1–13.
Redish, E. F. (2005b). Problem Solving and the Use of Math in Physics Courses. World View on Physics Education, 1–10.
Risdianto, E., Dinissjah, M. J., & Nirwana, M. K. (2020). The Effect of Ethno Science-Based Direct Instruction Learning Model in Physics Learning on Students’ Critical Thinking Skill. Universal Journal of Educational Research, 8(2), 611–615.
Rogers, C. R., Lyon, H. C., & Tausch, R. (2013). On becoming an effective teacher: Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon. Routledge.
Rogers, S. (2016). One Map Explains How the Entirety of Physics is Connected. Interesting Engineering.
Rosenthal, R. (1973). On the Social Psychology of the Self-fulfilling Prophecy. Further Evidence for Pygmallaneffect and Their Mediating Mechanisms. MSS Modular Publications.
Rumain, B. (2010). How Can We Help Our Children Succeed? Insights from the Psychological Literature. Education, 131(2), 315–318.
Sari, R., Perdana, R., Wilujeng, I., & Kuswanto, H. (2019). The Implementation of Problem-based Learning Model with Online Simulation to Enhance the Student’s Analytical Thinking Skill in Learning Physics. Journal of Physics: Conference Series, 1233(1), 12030.
Scott, R. B. (2015). Teaching the gravitational redshift: lessons from the history and philosophy of physics. Journal of Physics: Conference Series, 600(1), 12055.
Seeger, R. J. (1960). On Teaching the Philosophy of Physics. American Journal of Physics, 28(4), 384–393.
Serevina, V., & Andriana, W. (2019). Development of web based massive open online course on fundamental physics subject to increase students’ higher order thinking skill. Journal of Physics: Conference Series, 1280(5), 52069.
Soros, P., Ponkham, K., & Ekkapim, S. (2018). The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level. AIP Conference Proceedings, 1923(1), 30045.
Supasiraprapa, S., & De Costa, P. I. (2017). Metadiscourse and identity construction in teaching philosophy statements: A critical case study of two MATESOL students. TESOL Quarterly, 51(4), 868–896.
Tanahoung, C., Chitaree, R., & Soankwan, C. (2010). Probing Thai freshmen science students’ conceptions of heat and temperature using open-ended questions: A case study. Eurasian Journal of Physics and Chemistry Education, 2(2), 82–94.
Teixeira, E. S., Greca, I. M., & Freire, O. (2012). The History and Philosophy of Science in Physics Teaching: A Research Synthesis of Didactic Interventions. Science & Education, 21(6), 771–796.
Terhart, E. (1988). Philosophy of science and school science teaching. International Journal of Science Education, 10(1), 11–16.
Toates, F. (2009). Burrhus F. Skinner: The shaping of behaviour. Macmillan International Higher Education.
Trellinger Buswell, N., & Berdanier, C. G. P. (2020). Revealing teaching conceptions and methods through document elicitation of course syllabi and statements of teaching philosophy. IEEE Frontiers in Education, 1, 1–9.
Way, D. G. (1993). Teaching evaluation handbook. Cornell University, Office of Instructional Support.
Wilcox, B. R., & Lewandowski, H. J. (2016). Open-ended versus guided laboratory activities: Impact on students’ beliefs about experimental physics. Physical Review Physics Education Research, 12(2), 1–8.
Woodward, L. (2020). Carl Rogers. The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, 1, 95–99.
Zucca-Scott, L. (2010). Know Thyself: The Importance of Humanism in Education. International Education, 40(1), 32–38.
Refbacks
- There are currently no refbacks.
