Difficulties of conducting scientific experiments in physics in the middle school stage from the point of view of the physics professor

Abstract

The present study aims to investigate the challenges encountered by physics educators in conducting scientific experiments during the middle school stage, as perceived by the educators themselves. Additionally, it seeks to analyze the differences in the assessment of these difficulties based on gender and teaching experience. Employing a descriptive analytical methodology, a questionnaire comprising 37 items was developed, organized into three dimensions, and its psychometric properties were thoroughly validated for both reliability and validity. The study sample consisted of 52 physics professors from various middle schools within the region, selected through a simple random sampling technique. The findings indicated that educators experience moderate challenges in executing scientific experiments in physics. Furthermore, statistically significant differences were observed in the average assessments regarding these difficulties, attributed to the gender variable. In contrast, no significant differences were found when considering the variable of teaching experience. These insights underscore the necessity for targeted interventions to enhance the experimental teaching practices in physics, thereby improving educational outcomes.