Abstract
Secondary level students traditionally memorize the ideas, principles, concepts and laws in physics, and recall these in
examinations. On the other hand, the aims of science education encompass understanding, grasping how a science gains its
insights, appreciating how science findings influence daily lifestyles. A test of Concept Application Ability was developed
and used with a sample of 1840 grade 10 (age 15-16) physics students. Their performance was related to how teachers
perceived their students and their learning as well as to a number of teacher characteristics. It was found that there was little
evidence of much difference between teacher’s perceptions between private and public school in relation to physics teaching.
It was also shown that, while teaching strategies, of themselves, are not important in determining the extent of student
performance, encouraging student questioning is important. Teachers being trained in assessment brought benefits to student
learning. It was also found that where teachers had grasped better the real nature and purpose of physics as a means of
interpreting and explaining how the world works, it tended to generate better learners and it is important that this
understanding is emphasized in all teacher training.
Munir Khan, Muhammad Naseer Ud Din. (2014) Students' Conceptual Thinking and Teachers' Perceptions about their Classroom Performance in Physics, Journal of Research and Reflections in Education, Volume 8, Issue 1.
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