High School Physics Teachers' Attitudes and Beliefs about Physics and Learning Physics
Voltaire Mallari Mistades
Research suggests that both attitudes and beliefs drive classroom actions and influence the teacher change process. The present study looked at beliefs about Physics and learning Physics of high school Physics teachers who underwent a six-week in-service training program at the De La Salle University – Manila. Since the background of the teachers was neither in Physics nor in Physics education, the training program was designed to upgrade their conceptual understanding of Physics and their skills and competencies in teaching Physics. Using the data obtained from the Colorado Learning Attitudes about Science Survey (CLASS), this exploratory study presents a profile of the attitudes and beliefs held by the high school Physics teachers.