Nataša Erceg

Knowing the causes of the shortage of physics teachers in primary and secondary schools is necessary for the development of effective educational policies because the shortage of physics teachers is a global and persistent problem with negative consequences for the quality of education, but also for the survival of the physics profession as a whole. The aim of this study was to investigate, for the first time, the opinions of Croatian physics teachers on the causes of the deficit in their profession. For this purpose, we conducted a descriptive cross-sectional study using an online survey with Likert-type items and a constructed response item. A total of 390 respondents from all over Croatia participated in the survey, which is 29% of the total population of Croatian physics teachers in the 2022/2023 school year. According to their opinion, the causes of the shortage of Croatian physics teachers are related to the following: lack of incentives and support from the relevant institutions and bodies, the inadequacy of physics content in the curricula, the lack of motivation and negative attitude of students towards physics, impeded professional development, unequal opportunities, and challenges such as excessive workload. The results obtained provide a concrete basis for the development of an effective policy to solve the problem of the physics teacher shortage in Croatia and beyond by governments, universities, and schools.

Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton’s laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After, students had lectures and seminars on Newton’s laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton’s laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students’ attitudes towards homework. Keywords: conceptual understanding, experimental study, simulation-based homework, video-based homework