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<p>The purpose of this study was to investigate high school physics students’, high school physics teachers’, and university physics professors’ conceptions of what it means to understand physics. Phenomenography was the methodology employed. Phenomenography is an interpretive, second-order approach to research used to study individuals’ qualitative conceptions of a specified phenomenon; in this case participants’ conceptions of what it means to understand physics. The result of the investigation is a description of students’, teachers’, and professors’ conceptions and the qualitatively different ways the phenomenon of understanding physics is experienced. Five categories of description emerged from the analysis: feelings, communication, making meaning, application, and achievement. Twenty-two distinct subcategories of description emerged and represent the variation in the data where this variation may reflect the varying physics expertise and experiences of the participants. Proposals for future practices and research are outlined. For example, by examining the categories and subcategories of description, teachers might be informed about what students consider understanding physics to be and might consider modifying their pedagogies accordingly.</p>

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What Does It Mean to Understand Physics? A Phenomenographic Study Across High School Physics Students, High School Physics Teachers, and University Physics Professors

  • 期刊论文

  • 发表日期：

    2026年5月11日

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  • Michael Paul Lukie,
  • Gregory P. Thomas

摘要

The purpose of this study was to investigate high school physics students’, high school physics teachers’, and university physics professors’ conceptions of what it means to understand physics. Phenomenography was the methodology employed. Phenomenography is an interpretive, second-order approach to research used to study individuals’ qualitative conceptions of a specified phenomenon; in this case participants’ conceptions of what it means to understand physics. The result of the investigation is a description of students’, teachers’, and professors’ conceptions and the qualitatively different ways the phenomenon of understanding physics is experienced. Five categories of description emerged from the analysis: feelings, communication, making meaning, application, and achievement. Twenty-two distinct subcategories of description emerged and represent the variation in the data where this variation may reflect the varying physics expertise and experiences of the participants. Proposals for future practices and research are outlined. For example, by examining the categories and subcategories of description, teachers might be informed about what students consider understanding physics to be and might consider modifying their pedagogies accordingly.