The role of experiments in physics education: A comparative study of teachers’ and students’ perspectives

Abstract This study explores how upper-secondary physics teachers and their students in the Czech Republic perceive the role of experiments in physics education. Data were collected via the online Role of Experiments in Physics Lessons Questionnaire (REPLQ) in November–December 2020. The questionnaire had parallel teacher and student versions with overlapping items, allowing direct comparison. Over 1,100 matched student-teacher responses were obtained from about 1,300 student submissions, representing 52 physics teachers. The study examines how experiments are integrated into lessons, student involvement and attitudes toward experiments. Responses to four multiple-choice items were compared to identify differences in perceptions and expectations. The paper presents key similarities and contrasts in how teachers and students view the role of experiments in physics education.