In-service Physics teachers’ content knowledge: A critical reflection on the case of the Upthrust concept

Abstract

Physics educators must possess a strong foundation in content knowledge to effectively promote scientific inquiry-based learning in line with the national curriculum goals. However, factual, conceptual, and procedural knowledge gaps can impede meaningful teaching and learning of Physics. This study explores the use of the Predict-Observe-Explain (POE) model to assess in-service Physics educators’ understanding of “Upthrust.” The research involved 23 participants from a professional development programme in Mauritius. Data were collected through task-based worksheets and focus group discussions and validated using Rasch modelling. The findings indicate that while educators are somewhat familiar with Upthrust, their knowledge must be improved for making accurate predictions and providing detailed scientific explanations, particularly when disparities between predicted and observed outcomes occur. Additionally, educators’ reliance on formula-driven methods, influenced by their limited exposure to experimental practices, underscores the need for change. This study underscores the importance of fostering conceptual understanding over memorisation in Physics education. By challenging and broadening the beliefs of prospective Physics educators and promoting inquiry-based teaching, these efforts can significantly enhance Physics education, student engagement, and achievement in secondary schools in Mauritius.