The Evolution of Experimental Physics Teaching in Primary Education: 2001–2024

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Published: Apr 19, 2026
DOI: https://doi.org/10.12681/codiste.9915
Keywords:
Experimental teaching Experiential learning Primary education Science
Konstantinos T. Kotsis
University of Ioannina
https://orcid.org/0000-0003-1548-0134
Georgios Stylos
University of Ioannina
https://orcid.org/0000-0001-8036-8427
Georgia Vakarou
University of Ioannina
https://orcid.org/0009-0001-1235-8275
Abstract

Experimental teaching is a crucial area of science education, as it fosters experiential learning and deepens the understanding of complex concepts. This study explores the evolution of experimental teaching practices in Greek Primary Education from 2001 to 2024, concentrating on teachers’ views and practices regarding the use of experiments in Physics. The results indicate a notable increase in the frequency of experimental demonstrations, coupled with a rise in the number of teachers incorporating experiments into their instruction. However, challenges such as a lack of equipment, limited time, and safety concerns have continued to impede the use of experiments over the years.


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