Questionnaire Preliminary version

1. QuestionnairePreliminary version Anastasia Vlasova 11-03-2004

2. Why children don’t like physics? • “Boring and difficult”!? How to make physics more interesting for pupils: • Game (PC games, board games, academic games, etc.) • Experimental Database • Using Mnemonics on Physics Lesson

3. Research scheme Physical Part of Research TEST:Student’s Understanding about State of Aggregations and Phase Transitions Developing DB of Experiments and Games Educational Aspects of Research TEST:Games and Jokes on Lesson. Teachers’ and students’ view.

4. Research Scheme (continue) Implementation of Entertaining Physics Idea On Physics lesson on experimental group Test (Control and Experimental groups). Results Comparing

5. Common description of tests • Short (not more then 15-20 min) • Web-based • Include different types of questions • 4-point scale • Common questions: age, grade, gender, last physics mark.

6. Physics Questions • Which of the states of aggregations can you remind? What is different and common between them? Draw a picture or/and explain by words. • What is phase transition? You can explain by words or draw a scheme. Explain briefly, if you can, what happens with the substance during phase transition. (Which physical characteristics of substance change and which don’t?) • Draw a graph (or scheme) of temperature changing, which can show as much as possible amount of state of aggregations and of phase transition. You can choose a substance.

7. Data processing Answers will be divided into several groups: • Correct/not explanation (state of aggregation) • Correct/not picture • Correct/not explanation or scheme (phase transition) • Correct/not graph (different combination of this groups will be examined)

8. TEST:Games and Jokes on Lesson.Teachers’ and students’ view I part • Is physics interesting or boring for students? (4p scale) • How can you imagine interesting physics lesson? (open question)

9. TEST:Games and Jokes on Lesson.Teachers’ and students’ view II Part (4 p scale ‘often-never’ real and ‘often-never’ wishes or ‘like-dislike’) • What if on lessons a teacher will… • Use cartoons or comics • Joke or tell anecdotes about physics laws and famous physicists • Involve you to play games (based on famous tv-games)? • Give a serious lecture • Learn and sing with student a song reflecting physics terms or laws

10. TEST:Games and Jokes on Lesson.Teachers’ and students’ view • On physics lessons do you want to… • Play PC Quest, which can show you some physics law • Play intellectual games, based on physical questions versus to your classmates • Play intellectual games, based on physical questions on PC • Play board games, based on physical questions • Make lots of experiments • Observe teacher’s demonstrations • Observe animations of physics laws and phenomena

11. TEST:Games and Jokes on Lesson.Teachers’ and students’ view • As home task you prefer to have • Drawing comics, which reflect physics law or explain a physics terms • Writing stories, fairy tales or poems, which reflect physics law or explain a physics terms • Finding information in Internet • Making a computer based presentation for lesson about the topic you prefer • Making experiments at home • Solving problems • Summarizing chapter from the textbook • Making a parody on famous songs, which reflect physics law or explain a physics terms

12. Date processing • How creative do students want to be on physics • How active/passive do they want to be • What they prefer PC or human communication • Correlation between mark and interest, activity • Age differences • Gender differences