Challenges and Problems in Teaching Doppler Effect of Sound of Physics Teachers
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Abstract
The objective of this research was to study the challenges and difficulties in teaching and learning Doppler effect of sound of physics teachers. This research employed qualitative research method based on the phenomenological concept of Heidegger (1962). The data were collected by an in-depth interview using a semi-structured interview protocol. The key informants were 9 physics teachers who taught about Doppler effect of sound for at least 3 years. The data were analyzed based on the process of Diekelman & Allen (1989).
The results of the study revealed that all teachers had good knowledge and understanding about Doppler effect of sound. They could explain about the loudness and frequency including identifying factors related to the frequency deviated from reality. However, they could not explain about how to apply Doppler effect of sound concept. They could identify learning objectives and wrote a lesson plan in every time of teaching focusing on lecturing, discussion and using questions to let students to think. Most teachers (88.89%) used teaching materials, worksheets, power point and motion pictures. The reason that teachers did not use experimental equipment because some teachers had problems with insufficient experimental equipment. Regarding assessment and evaluation, it was found that all teachers assessed and evaluated students by letting students answer the questions at the end of each class and testing focused on calculation part using multiple choice tests.
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