Weng Ng|Elizabeth Angstmann
Promoting Physics Literacy through Enquiry-based Learning Online
University of Technology Sydney|UNSW Sydney
australia number countries studies consistently shown low enrolment trend towards physics students postsecondary years due partly subject perceived conceptually difficult abstract graspin order promote physics literacy continued opportunities online courses students engage physics education necessaryfor courses aimed reaching students little physics background pedagogy needs considered carefully especially taught entirely online learning environmentthis research investigated fully online inquirybased course design aimed motivating students learn physics impact students learning experiences australian universitythe research compared learning experiences students whose career trajectories sciencerelated order assess effectiveness promoting physics literacyan online survey containing likertscale items well open questions elicited students perceptions impact online course learningthe volunteer research participants 59 undergraduates two thirds participants science students onethird nonscience studentsthe results showed students positive pedagogical structure content online physics courseexcept one item statistically significant differences science nonscience students responses study suggesting pedagogical design catered needs groups students important element promoting physics literacy across broad range students