Physics keywords: using a quasi-experiment alongside pupil and teacher surveys to evaluate pedagogical change in GCSE physics

The research addressed the question “Are there discernible benefits to pupils in physics when science pedagogy includes vocabulary-based activities?” This was achieved by using a quasi-experimental design in conjunction with a survey. 100 keywords from the EdExcel GCSE science course physics 1 module were targeted in physics lessons using a set of keyword sheets. Pupils’ ability to define 50 of these keywords was tested before and after teaching using a multiple-choice test. Interviews were then used for a sample of pupils and staff in order to develop understanding of the potential benefits. Analysis of pupil scores showed a link between the teaching of the module and an increase in pupil scores on the keyword test. The lowest score in each set shows only an increase of one whilst the highest score is 48, two short of a perfect score (compared to 45 before the teaching). Multiple factors appeared to be affecting pupils’ ability to define words, including prior familiarity with the words. The interviews showed that pupils and staff felt that comprehension style activities had helped to develop pupil vocabulary though more extensive vocabulary activities were less useful. Recommendations were made for future development of studies concerning vocabulary interventions