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Asia-Pacific Forum on Science Learning and Teaching, Volume 12, Issue 1, Article 7 (Jun., 2011) |
The feedbacks of the students and teachers were analyzed and summarized. The reported feedbacks of the students and teachers on science “circus” can be classified into three groups. They are (1) direct feelings towards the activities, (2) perceived learning outcomes in Physics learning, (3) their puzzle and worries in the activities.
Concerning direct feelings towards these activities, nearly all of the students feel that taking part in the “science circus” based on the principles of the PBL, was a real challenge, helping them acquire a new identity; an identity of a science teacher, as illustrated in the following extract:
“While working on this science show, we felt ourselves like a science teacher. Really, identifying a problem, investigating ways of solving a problem and teaching those to primary school’s students and our teachers have been very enjoyable and exciting for us”.
“I think this science activities have been of a great benefit for us. In fact, teaching is to encourage us to do research for learning some physics concepts. It is very logical that this objective is aimed at in this process because I really do not think that anyone in our science team would take an interest in science, especially physics lessons”.
“It is my first opportunity to be creative in physics and thus I was very happy to get more involved in the science subject.”
Concerning perceived learning outcomes in Physics learning, most of students indicate that PBL process developed around the feelings of challenge, self-confidence and satisfaction and was pleased about being offered with this opportunity. Their feedbacks are:
“When we begin the process, I though, these activities are unnecessary for physics. But now, I think that physics is everywhere and we enjoyed these science toys. Furthermore, all students and teachers who came our science circus played with them.”
“I really honor for teaching some physics to my teacher”
“I am not good at in physics, but I enjoyed teaching something”
On the other hand, some students had mixed feelings. They felt that the physics is quite difficult and yet still like doing them.
“I didn’t think I would be so good at this, but I found out that I actually was quite good.”
“I am not good at physics but I like to teach.”
Most students used to describe them the activities an “enjoyable experience” as seen below:
“Teacher, I can take a duty in other project, I enjoyed it”
“You know teacher, I don’t like physics but I learnt that physics can be enjoyable with interesting science activities"
A few students did express some worries and puzzles on preparing the activities, including preparing and doing experiments is the most difficult part of project time for thinking and stressed that,
“I need professional support from an electrician, to set up difficult experiment settings.”
“I am not capable of doing project work in physics,”
“Before beginning the project, we thought these activities as low cost, simplicity of design, less time to set up., altough we used some low cost material, we spent some money for professional support in the session of project”
“I don’t want do anything because I don’t have enough laboratory experience”
“I don’t have the skills of doing project”
“I learnt differences between teaching and knowing. To be a teacher is not only knowledge, it is also good presentation.”
Concerning direct feelings towards these activities, most of their teachers indicated that they enjoyed watching the science circus more than traditional science lesson. Teachers’ views about “the science circus” developed around the feelings of interesting, easy and related to every-day life. Some teachers stated in the following extract.
“The experiments are too realistic to remember later. Science Circus team has given the students a good insight into the world of science.”
“Students thought us real world phenomena and their physical background”
Concerning perceived learning outcomes in physics learning, most of teachers stated that it was very good idea for encouraging students to delve more thoroughly into specific aspects of a topic and to carry out their own research supporting students in their own projects teaching students the skills to transfer information and knowledge.
“The method is a great way of engaging students in science lessons because you learn a lot when you teach others.”
“The experiments that were made with low cost materials are easy to organize. I will get my students/children to trial some of these activities later. I think he/she/they will enjoy doing it.”
Moreover, the majority of teachers stated that some experiments were very different, interesting and they learnt as much as their students.
“Some experiments were very different, we learnt as much as students as teachers”
“I wish I had had you as a science teacher when I was a student”
“Although I have been a science teacher for many years, I confession that I have never seen before”
Some science teachers enjoyed our science circus. However, they indicated these activities didn’ allow for deep understanding. They also stated that youngsters couldn’t possibly learn everything about physics course. Two examples of these views are:
“I am a science teacher for many years; I didn’t see some of these experiments before. However, I asked them about their performance; I noticed that, the Science Circus team explained their experiments with current concepts without physics symbols and formulas. When I asked them formulas and symbols of subject, they didn’t answer.”
“I am very enjoyed from your “science circus” project. But I think that it is not enough for learning science. Though your students can implement some concept, they have some difficulties of doing the calculations and interpreting the data.”
