Physics Teachers and use of Sensors by Pupils Themselves, Preliminary Ideas of Typology of Physics Teachers

Sensors for use in schools within physics education have a firm place in many educational systems. However, even in these educational systems, some teachers do not use them. In this contribution, we offer preliminary ideas leading to the preparation of a typology of physics teachers. We start with the model of personality developed by C.R. Cloninger and proceed with preliminary work by the team from the University of Wisconsin-Madison, focused on Teachers on the Market: A Typology of Teachers’ Philosophy, Mission, Vision, and Values. Finally, we try to ground our work on the neuroscience view of teachers formulated by T. Tokuhama-Espinosa.


Introduction
We no longer consider learning the exact definition of physical phenomena or learning as much scientific knowledge as possible to be the current goals of physics education.In today's business, entrepreneurial and online world, high school graduates need to gain different abilities than 20 years ago.Pupils can find definitions, facts, and various lessons on the internet in a matter of seconds.We don't say these facts are bad -using this knowledge and facts can be very purposeful in developing critical thinking, science literacy, scientific skills, teamwork, etc.
We can say that physics education in Slovakia is not ideal in many schools -their rule is that teachers should teach students as much scientific knowledge as possible.On the other hand, some schools have purchased sensors and software to be innovative.The problem is that even though sensors within physics education have a firm place in many educational systems, some teachers do not use them.In this contribution, we offer preliminary ideas for preparing a typology of physics teachers related to using sensors in physics education.We also present some of our theoretical background and data collection methods for our research.

Preliminary work on the typology of physics teachers
There are a few attempts to prepare a typology of teachers, and we see that such typology can help adjust the methods and content of workshops for in-service teachers' training and other professional development activities.
One preliminary typology, developed by M. Velanová [1] in her dissertation, uses three types of teachers.Teachers are classified by the big idea, which characterises their approach to teaching.The three types of teachers are [1] : 1.The world is descriptive.
Writing and keeping notes or presentations by students is essential for the teacher.Great emphasis is placed on information and description of phenomena, events and objects related to our lives and the world around us.The student is presented with facts without explaining how scientists figured them out.Discovering and building knowledge via students' experiences is unimportant for these teachers.It is also not important for the teachers to tell the students how scientists came to the facts.But when they do, the research of scientists and ways of discovering knowledge is mainly presented as additional information.2. The world is logical.
The teacher approaches the introduction of new concepts with a fixed logical structure so that the knowledge is gradually connected to each other.The prevailing methods are mainly theoretical ones, for example, deduction, and therefore, the teaching proceeds from the general to the specific.The teacher chooses precise language when formulating.A typical feature is also the mathematisation of relationships between quantities.3. The world is recognisable.
In this category, the teacher emphasises inquiry-based methods in teaching.The students' activity in creating and building their own knowledge is important.Transmissive methods do not prevail over constructivist ones.The teacher also uses various forms of discussion and presentation of students' works.Emphasis is placed on the students' argumentation and the student's independent work alone or in a team of peers.The teacher tries not to give ready-made knowledge to the students and thus presents his physical knowledge.
We consider the third category to be the ideal approach to the choice of methods and to the teaching of physics because, with this approach, the teacher develops in students other abilities than memorising facts about physical phenomena.In the first and second categories, there is a significant absence of innovative methods, which are essential in developing students' ability to think and work like a scientist.In the first category, there is a strong transmissibility without a hint of striving for the students' independence and responsibility in creating knowledge.The teacher is the one who has the knowledge, and his task is to transfer his knowledge to the students' heads.As in the first category, a teacher in the second category uses only theoretical teaching methods but strives for a logical knowledge sequence.It creates a kind of logical structure in the students' heads so that they do not have scattered knowledge.Empirical and inquiry-based methods are also missing in this category.They are only present in the third category, where the teacher does not present himself as the one who has physical knowledge and his job is to transfer this knowledge to the students' heads, but rather asks students questions, encourages them to do their own activity or inquiry, and the student forms the knowledge in his head based on his own experience.
These categories are beneficial for us to orientate ourselves in what is happening in the teaching of physics in Slovakia and what approaches teachers choose to introduce new concepts, and we will be able to classify the teachers from our research according to these categories.We will instead be interested in the reasons for the choice of methods and teachers' approach to physics education and the introduction of new concepts, which M. Velanová, the author of the previous typology, did not deal with in her dissertation.
The team developed another typology of teachers we use as preliminary in our research from the University of Wisconsin-Madison, USA.They reviewed teacher applications for Wisconsin public school positions.In the applications, teachers were asked to write about how they see their teaching styles and philosophies in 300 to 2000 characters.Teachers were divided into seven categories based on their answers [2]: 1. Inclusivist Teachers of this type believe that they have to prepare all students to be well-informed citizens with a global perspective.All students are supported, understood, and deserve respect.It does not matter where they come from or their socioeconomic status.Inclusivists' interest is in teaching students to be aware of their abilities to make a difference in the world and to look beyond their own experience.

Idealist
Idealists are passionate about teaching, their profession, and their students.Some of them live for the daily moments with their students when they laugh together or just take inspiration from the students and feel positive and fulfilled because of it.But most of the time, idealists focus on their love for teaching and why they want to be in the classroom.Some idealists enjoy being able to share their passion for their subjects with their students.

Nurturer
Teachers in this category believe that they should care for and support students.Their main philosophy is that as teachers, in addition to academic teaching, they must also educate the child holistically.They consider themselves and their educational skills as an integral part of the child's development as a whole.It is important for them that the children do well and that they can support and educate them in various areas of life.

Generalist
Generalists are those teachers who most often emphasise their career path and professional knowledge gained from participating in various organisations, volunteering, or coaching.Some of the teachers in this category emphasised describing their life journey and what different experiences they gained from moving from one school or state to another school or state.

Classroom expert
Teachers in this category emphasised their years of experience, certifications, skills, and educational degrees in their answers.They described the positions they worked in during their lives and the tasks and challenges they managed to fulfil.The most important thing for them was showing their expertise in the field.

Guide
Guides considered it important to support pupils in their natural curiosity and abilities.They show an interest in the naturalness of the students throughout the entire duration of the study.The teacher does not tell the student what he should learn but emphasises the student's experience and opinions.For guides, an overall environment in the classroom is important, so that the overall development of the student and not only the intellectual one is supported.They prefer working with students rather than just giving them instructions and precise directions.Guides develop the student holistically, knowledge-wise and personality-wise.

External expert
Teachers in this category value their years of experience in other (than teaching) fields the most.They apply their experience gained during years of working in other positions in their teaching profession.Based on this experience, they identify their strengths.In their answers, they did not emphasise a specific approach to teaching or methods but mainly a description of their life experience.Guides represent the type of teachers we consider ideal.In their answers, they stated that it is important for them that the students learn inquiry-based and that they support students' natural curiosity.We consider this to be important in education, especially physics education because the students learn the best based on their own experience.Guides try to develop students holistically and not just knowledge-wise.This approach is related to a holistic approach, which we consider beneficial for meaningful learning and student development.Guides differ from other teacher types in that they have a balance between the interest of the student and the importance of knowledge and experience.They do not have only one approach in their teaching, for example, inclusivists, idealists and nurturers who only have an interest in the student's being.On the contrary, for generalists, classroom experts and external experts acquired knowledge and acquired skills are the most important.Guides represent something in the middle of these two approaches.
The categories created by the team from the University of Wisconsin [2] will help us find out what teachers may find the most important in their profession.This is also closely related to the range of questions we have created, which we will ask the teachers in the interviews.With this, we deal more in the part Methodology.

Physics teacher
Together with the creation of an optimal learning environment, innovative teaching methods, and digital technologies, the physics teacher is an important element of physics education.Students, student personalities and how to approach students within physics education were addressed in the diploma thesis entitled Context water in the design of physics lessons of eight-year high school [3].We have concluded that physics education in Slovakia is not ideal and that students, after graduating from high school physics, do not have sufficiently developed abilities for scientific work.For a better understanding of the current state of physics education in Slovakia and the causes of insufficiently developed scientific work abilities of students, we consider it necessary to focus on physics teachers.Their task is to create such an environment for learning that the goals of physics education and the related scientific work skills are fulfilled.

Current goals of physics education
Nowadays, it is generally known that the goals of physics education do not include memorising facts and definitions or that the student should work exactly like given instructions by the teacher.In today's modern online and business world, students don't need to memorise everything about physical phenomena.They need to develop skills that they will use in their future professions.Today, information, various lessons and definitions can be found on the internet within a few seconds.We do not consider these facts and definitions to be bad.The whole of physics is built on them, and in teaching physics, they should serve as a context for the development of student's abilities to think like a scientist, argue, reason, think critically, be scientifically literate, etc.As an example of the use of the physics context for the development of students' abilities to think and work like a scientist, we can consider Archimedes' law: A body immersed in a fluid experiences an upthrust equal to the weight of the fluid displaced.It is not important to remember this exact definition but to understand and see the dependence of force and immersion.Finding similarities and analogies, connecting knowledge and developing crosssubject relationships are closely related to the goals of physics education.P. Demkanin, in his work Physics education for pre-service and in-service physics teachers [4], divides the goals of physics education into three categories [4]: A. Goals (and content) related to society's relationship to science, to human activity.The goal of physics education is to develop an individual's ability to reason and think scientifically.It develops his relationship to science, not only to physics but also to medical sciences, human sciences, economic sciences, and others.Physics education also develops an individual's relationship with scientific processes and results and the relationship between science and faith.This group of goals deals with, for example, whether a black hole is real or just a figment of human imagination.Furthermore, whether the microchip behind the lens of our mobile phone is the product of many years of scientific research by several teams of physicists of electromagnetism and solid matter or is just the creation of some company abroad.B. Goals (and content) related to natural science methods.
Each scientific work consists of its tried and tested algorithms, procedures, and methods.Some of these methods deal with the classification of the investigated phenomena into individual groups.Physics uses both empirical and theoretical methods inspired by these methods.This includes, for example, experiment, measurement, observation, but also induction and deduction.We do not just want to introduce these methods to students, but we want to teach them how to use them and lead them on the path to new knowledge built by their own experience.Other scientific methods state hypotheses based on prior knowledge.C. Goals (and content) related to physics knowledge.This category of goals of physics education deals with how nature "works", how we can use knowledge about natural phenomena in technology and what the student must encounter during his studies.For example, whether he must learn about physics quantities such as force, acceleration, and speed and understand the connection between these terms and Newton's second law of motion.We can further categorise this group of goals into two smaller subgroups: C1.Knowledge needed to develop methods, knowledge of research procedures, and develop a relationship with science and human activity.C2.Knowledge related to the attributes determining the quality of life of an individual and society and to general natural science culture.

Model of personality and its application to physics teachers
When we deal with various aspects of the process of teaching by various teachers, we encounter many variables.Every teacher is different -they have different abilities, nature, character traits and personalities.Therefore, we want to design a method that teachers will not reject, we must design it in such a way that it is understandable and applicable to every teacher.One general method will not work for everyone.We need to analyse the personality of each teacher to find out the causes and reasons of the teaching methods he chose, fears of something new, for example, of not using digital technologies and innovative methods.
Therefore, we try to go to the most fundamental base, the typology of people.There are more theories of personality; probably the most widespread is the Big 5 model.We decided to use another model, developed on the results of the bio-psycho-social view, the model developed by C.R. Cloninger, professor emeritus at Washington University, researching in the field of the psycho-socio-biological model of personality and science of well-being [5,6].The personality in this model consists of temperament, character, and identity (see figure 1).In this contribution, we deal mainly with character and three traits of character -cooperativeness, self-direction, and self-transcendence.Each character can be placed somewhere on the character cube, with some level of the three variables -the value of cooperativeness, the value of self-direction, and the value of self-transcendence.High and low values are labelled as S, s, C, c, T, t.Teachers with a high value of each of the traits, SCT, are, in the model, labelled as creative, with high cooperativeness, high self-direction and low self-transcendence.SCt are labelled as organised.Others, sCT are labelled as moody, ScT fanatical, scT disorganised, Sct autocratic, and sCt dependent.We are aware of the limits and ethics of research focused on teachers' personalities, so we plan to use these theories as a theoretical base for developing tools for research in the typology of teachers.

Principles of human learning and neuroscience
Intensive research based on medical imaging and artificial intelligence development in the last decades has improved our vision of how children learn.In addition, of course, more than a century of research on general education, educational psychology, pedagogy, science education, and physics education has brought deep knowledge on how children learn physics.However, we see that the neuroscience research results bring new light to some aspects of learning.Moreover, there are more successful neuroscience research teams.In our work, we focus on the research of the team around T. Tokuhama-Espinosa from Harvard University, researching the field of neuroscience of learning.
Tokuhama-Espinosa, with her team, identified six principles and 21 tenets of human learning.In this contribution.The six principles are as follows [7]: The first principle says that no two brains are identical, even though the basic structure of most human brains is the same (similar parts in similar regions).We can compare human brains to human faces -both are unique.The neural pathways of the brain are shaped throughout life by life experiences and free will.

Different potentials
Each human brain has a different capacity to learn new tasks.Prior learning experiences, the context of the learning, personal choice, pre-and peri-natal events, environmental exposures, and an individual's biology and genetic makeup -all shape the brain's capacities for learning different tasks.

Prior experience
Prior experience influences new learning.Firstly, external stimuli must be decoded and compared (actively and passively) with existing memories.This is ensured by the brain's efficiency, economising effort and energy.

Constant changes
The brain undergoes constant change.It is a dynamic, complex and integrated system that changes with individual experience.These changes can be seen at a molecular level either in parallel or simultaneously.They can occur even earlier than they are visible in behaviour.

Neuroplasticity
There can be different developmental changes in the brain with age, but the brain is neuroplastic.Neuroplasticity is there throughout the lifespan.6. Memory systems and attention systems Some form of memory and some form of attention are necessary for the brain to be able to learn new things.Memory and attention are a part of the cognitive processes that learning involves.
We also use ideas from Five Pillars of the Mind, Redesigning Education to Suit the Brain by Tokuhama-Espinosa [8].She presents an intriguing idea that teachers can improve students' learning by using insights from neuroscience.A better understanding of neural networks can be used to design learning environments that incorporate the types of stimuli that students receive.These stimuli can then be used in an orderly manner optimal for learning.T. Tokuhama-Espinosa identified five pillarssymbols, patterns, order, categories, and relationships (see figure 2).These pillars can be complementary to the used learning models.An important thing to know about the pillars is that they are independent, and there is no hierarchy between them.Each pillar has several sub-pillars (see figure 3).Due to the complexity of the theory of five pillars, we decided to apply this theory to the standard topic of school physics -the refraction of light.We analysed a series of textbooks developed for a wellprepared current International Baccalaureate curriculum and identified each of the pillars.We have proved that each of the pillars is present, so the open question is if we can redesign the science curriculum in a way that fosters the development of thinking in the pillars [9].

Area of our interest -way to our research questions
Generally, we plan to use the method of grounded theory [10]  Differences in how teachers approach such learning may be interesting.We know from our own experience that teachers often prefer standard project assignments that they create; the students process it at home and then present the project in the form determined in advance by the teacher.Instructionalism prevails in this style.6.What is your opinion on the use of school sensors in physics education?
The answer will tell us how teachers approach new, innovative methods and elements of physics education, including sensors.A teacher who does not use them, even though their school has purchased them, may say that they lack education, have no time, are not paid enough, … .Additional questions: In your opinion, should the teacher use the sensors in demonstration experiments?Do you think that pupils should also use the sensors?If so, in what way? 7. Do you collaborate within your school with other teachers in science education?
The answers will show whether the teachers are aware of the importance of connecting knowledge from physics, chemistry, and biology.Students often have a problem thinking outside of one subject.8. What do you think an ideal teacher should look like?
A confident and balanced teacher can answer this question by describing himself.Some teachers may begin to complain about the school system and "modern" children and that because of them, they cannot teach as they ideally (with ideal children) would.

Conclusions
We plan to give the results of our research to teachers as feedback.It may help them to fit into a particular category and to understand themselves and the change that physics education in Slovakia needs.Furthermore, following the identified inclusion of the teacher in the created typology, we will provide the teachers with a modified selection of activities for their professional development.
Authors are open for cooperation on the topic of this contribution.
by K. Charmaz.Our main interest is to find the main characteristics, qualities, and aspects usable for classifying physics teachers into categories and groups to allow to optimise in-service physics teachers' training, especially in effective and efficient teaching physics.While teaching pupils is more focused on what we want to develop in students (using physics context) and what we want to teach them.4. Some teachers require discipline in the class; students should follow the teacher's instructions.Other teachers sometimes appreciate it if the students do what the students want to do.What is your opinion on these two approaches?From the teacher's answer to this question, we will learn how he/she approaches inquirybased learning.Teachers may consider student research and doing what the student suggests as a waste of time because then they will not have time to cover all the lessons they have planned.5. What do you think project-based learning should look like?