Are investigations in the SEC Physics course, a blessing or a headache?

Abstract

Upon the introduction of MATSEC (Matriculation and Secondary Education Certificate Examinations Board) examinations in 1992, experiments became an integral part of the coursework for the Physics SEC (Secondary Education Certificate) examination. In 2012, investigations were consequently introduced to be in line with the National Curriculum framework for all (2012) and to promote a student-centred pedagogy which actively engage students. The aim of this study is to analyse the perspectives of both the teachers and students towards investigative work. Through thorough interviews with the teachers and questionnaires with their respective students, this study gathers data from four different schools, and seeks to outline recommendations which would make such methodology a worthwhile learning tool. Furthermore, it highlights some professional uncertainties that teachers involved have expressed, such as time restrictions and the conflicting issues stemming from the traditionally exam-oriented notions which are deep seated in our schools. Ultimately this study explores the idea that active participation and discovery is the best way to internalize Physics concepts.