The Impact of the OER Module ‘Force and Motion’ on Physics Teachers’ Knowledge and Practices

Abstract

Students' performance in STEM subjects is a growing concern globally, with coinciding factors cited, as ineffective teaching methods, students' lack of interest, and the abstractness of STEM content. This study in particular investigated the impact of an Open Educational Resource module on teachers' understanding of Force and Motion. The goal was to enhance the professional efficacy of Secondary School Science and Mathematics teachers, promoting an inclusive and equitable higher-order learning in their classrooms with the help of OER. A mixed-methods approach was employed, involving 36 teachers from 32 different schools. Data collection included pre-tests and post-tests, evaluations of lesson plans and reflections, assessments of teacher participation in a community of practice and the Moodle platform, and interviews. Findings indicated a modest yet positive shift in teachers' content knowledge, with an increase in the number of participants classified as 'accomplished' in post-test assessments. While teachers demonstrated the improved awareness of their students' needs and engagement strategies, challenges still remain in effectively integrating Universal Design for Learning principles and diverse assessment methods. The study highlights the importance of ongoing professional development and clearer guidelines to support teachers in implementing these practices. Recommendations for future research include longitudinal studies to assess the long-term effects of OER modules on teaching practices and student outcomes.