Using the classroom practice diagnostic framework (CPDF) to investigate teaching difficulties of a physics topic

Abstract

Projectile motion can be a challenging topic because of misconceptions associated with it. Strategies have been identified and suggested to ensure that teachers teach the topic in a way that is accessible to students. So, it was not surprising that some teachers in one of the districts in the Gauteng Province (South Africa) indicated that the topic is difficult to teach. Moreover, according to the Department of Basic Education, students perform poorly on the topic. Even though teachers attended some in-service training to improve their content knowledge which was perceived to be the source, they still held the perception that projectile motion is difficult to teach. Therefore, it is the purpose of the paper to increase the tools for fundamental resources for in-service training for teachers who perceive certain science topics as difficult to teach. The paper also intends to add into the discourses on teacher practices in science teaching. The classroom practice diagnostic framework (CPDF) was developed to analyse the classroom practices and identify teaching difficulties. One of the grade 12 Physical Science teachers who perceived projectile motion to be difficult to teach was identified. The teacher was interviewed prior to the teaching of the topic and after. The teacher was also observed teaching the topic. Then the framework was used to analyse data and the findings showed that the framework assisted in identifying the teaching difficulties. I also suggest areas for further research.