Preservice Physics Teachers' Development of Physics Identities: The Role of Multiple Representations

Autor/inn/en	Munfaridah, Nuril; Avraamidou, Lucy; Goedhart, Martin
Titel	Preservice Physics Teachers' Development of Physics Identities: The Role of Multiple Representations
Quelle	In: Research in Science Education, 52 (2022) 6, S.1699-1715 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Munfaridah, Nuril) ORCID (Avraamidou, Lucy) ORCID (Goedhart, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-10019-5
Schlagwörter	Preservice Teachers; Physics; Science Teachers; Foreign Countries; Identification (Psychology); Science Instruction; Preservice Teacher Education; Student Attitudes; Teaching Methods; Competence; Performance; Science Interests; Recognition (Psychology); Indonesia + Suchen Sie Ihr Suchwort? Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenz; Achievement; Leistung; Recognition; Wiedererkennen; Indonesien
Abstract	Identity-based research in physics education has been receiving increased attention in the past few years given the potential of identity in producing novel insights into the ways' students engage in physics. In this study, we examined the development of preservice physics teachers' physics identity through a specific instructional practice: a specially designed course incorporating the use of the multiple representations. Although specific programs and instructional practices have been found to influence the development of physics identity, there is no clear evidence about the kinds of instructional practices that might support its development. To examine the influence of multiple representations on each component of physics identity, we designed and implemented a physics course that used a multiple representation (MR)-based instructional approach with a group of 61 preservice physics teachers at a public university in Indonesia. Data were collected with a pre- and post-questionnaire on physics identity, a conceptual understanding test, and a post-test that examined differences between identity components before and after the course, conceptual understandings, as well as the participants' views about the use of the MR-based instructional approach. The findings revealed a significant improvement of two components of physics identity, namely, competence and interest, and point to the potential of MR-based instruction in physics courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01