<p>This qualitative study describes and analyzes high school physics teachers’ patterns of thinking processes as they implement their lesson plans. It also looks into the factors influencing the teachers’ decisions in implementing their lesson plans.</p> <p>Fifteen of the physics teachers with at least three years of physics teaching experience were selected as sample through random sampling. The data gathering instruments were a teacher-made questionnaire, a classroom observation checklist, a checklist of verbal and behavioral indicators of thinking, post-observation and probing interviews. All classroom discourses were tape recorded. To record classroom scenarios, teachers’ board work, campus observations, and field notes were taken down. Lesson plans and other documents peculiar to the school and classroom observations were collected and photocopied. Science department heads and school campus head teachers were requested to observe classes twice per physics teacher in the middle of the classroom observation period. They accomplished the classroom observation checklist and the checklist on verbal and behavioral indicators of thinking. Their observations were compared with those of the researcher’s. the differences were discussed until there was agreement.</p> <p>The teachers perceived that they were guided by some beliefs in their implementation of the lesson plans. They seemed to teach in a particular manner as dictated by their belief system. The availability of textbooks and other references; laboratory apparatuses, computers and calculators; instructional materials and visual aids; and good classroom conditions were perceived to influence teacher’s decision in the implementation of lesson plans. The teachers used available information sources as bases for instructional decisions in the implementation of the physics lesson plans.</p> <p>The findings revealed the physics teachers’ transformational and instructional practices are consistent with some theories of teaching, learning and thinking in their implementation of the lesson plans. The teaching strategies used in the implementation of the lesson plans have inherent sequential operations and sequence of activities.</p> <p>The teachers’ representation and personal understanding of the planned lesson plans include (1) derivation of formulas; (2) cancellation and simplification of units; (3) putting emphasis on the value of placing units of measure in the physical quantities they are dealing with; (4) simplifying discussions through recall and application of old information; (5) problem solving sessions; (6 ) explanation of physics concepts and terms through demonstrations , illustrations, illustrative problems and using real-life experiences; (7) discussion of the meanings of formulas solved in class. The modes of representation of physics concepts include: (1) linguistic expressions (definitions, labels, and formulas); (2) criteria attributes (characteristics); (3) exemplars (teacher demonstration and student activities); (4) images (pictures, graphs, and illustrations); (5) analogies and metaphors (examples and counterexamples); and (6) kinesthetic or tactile (gestures like pushing a wall or throwing a ball).</p> <p>The physics teachers are afraid of committing errors or transmitting misconceptions to their students. They put off issues that arise in classes discussions and give it as an assignment. However, the teachers conduct exhaustive research about previous misconceptions and set things straight the following day.</p> <p>The study further revealed recognizable patterns of thinking processes in the physics teachers’ implementation of lesson plans, namely; (1) repeated pattern; (2) interrupted pattern; (3) simple pattern; and (4) two-stage repeated pattern. This finding shows that thinking is really recursive and that the physics teachers are committed to find solutions of problematic situations as evident in the patterns of thinking during the implementation of lessons. The thinking mind turns back to look again until an acceptable solution is judged reasonable and appropriate. Thus, thinking can be likened to a wheel. It requires motion. It moves forward. It turns once, then turns again.</p>
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