Learning the language of physics to understand the physical world : A model for teaching introductory physics

Using Grounded Theory methodology, this study puts forward a Model for Teaching Introductory Physics based on the lived experiences of Physics teachers. Sixteen (16) faculty members from the Physics Department of a private higher educational institution were observed during their actual classroom teaching. From this group, eight (8) were interviewed regarding their purposes and goals when teaching Introductory Physics. Using the data generated from the classroom observation field notes and the interview transcripts, and subjecting said data to a constant comparative method, the initial core categories and their properties were developed. Analytic memos were written to show the relationship between and within the categories that had been created. The result of the research process is an articulation of how the core categories are related to each other, The person of the teacher and the image of the learner, in partnership, working towards learning the language of Physics supported by a conducive learning environment and lesson design, with the end in mind of understanding the physical world. The insights gleaned in the study can be used by both beginning and established Physics teachers in their development and in examining their own teaching practice