Exploring Indonesian preservice physics teachers’ development of physics identity and physics teacher identity

This study explores preservice physics teachers’ physics identity and physics teacher identity development following a course that incorporated the use of multiple representations (MR) based instructional approach. The study is grounded within research evidence showing that specific instructional practices might influence the development of identity. The study began with a systematic literature review about the role of the MR-based instructional approach in the physics education field, especially for undergraduate students. Following that, an introductory university physics course was redesigned to incorporate the use of MR. Next, a research exploration through a quasi-experiment design study was performed to examine the development of the physics identity of 61 preservice physics teachers. Lastly, a qualitative case study was conducted to explore 21 preservice physics teachers’ identity development. The results of the study revealed that the development of physics identity and physics teacher identity is directly related to “competence” which refers to conceptual understanding and problem-solving abilities. In addition, the development of identity has been found to be directly related to “self-view” and “interest”. These findings have implications for future research aimed at supporting preservice physics teachers’ identity development

An exploration of teachers' epistemological belief: A case from in-service and pre-service physics teachers in Bengkulu

Epistemological belief is a belief, knowledge, and coaching value that is useful for creating a student learning environment to increase the belief and value system towards knowledge, learning, and teaching. However, there is a few explorations in the context of in-service and pre-service physics teacher. The aim of this study is to explore the epistemological beliefs of in-service and pre-service physics teachers based on their time period in teaching experience. This study used a mixed-method with a model explanatory sequential design. The quantitative data were collected through science epistemological belief questionnaires (n = 23) and the qualitative data were collected through interviews with teachers (n = 6) about their epistemological beliefs. Data were analyzed through descriptive statistic and a content analysis. The result from the quantitative data is that epistemological beliefs of in-service and preserving physics teachers are in a good category and the qualitative data showed that most of the in-service and pre-service teachers have epistemological beliefs on the transitional and instructive levels. The findings of this study can be considered in developing the teacher’s professionalism to have better physics classroom teaching and learning practice. Keywords: Epistemological Belief Physics Education In-service Teacher Pre-service Teache

“I am a Rhetoric Physics Student-Teacher”:Identity Construction of an Indonesian Physics Student-Teacher

The concept of teacher identity plays an important role in improving teacher professionalism. However, most studies related to teacher identity in Indonesia are still rarely disclosed, especially the identity of physics teachers. Through a case study design, we aim to explore the identity of a student-teacher in the context of the Indonesian physics teacher preparation program. The participant was a fourth-year student, Syahrul (pseudonym), who was taking an internship program. Data were collected through semi-structured interviews, learning observations, field notes, and document analysis, such as teacher syllabus, lesson plans, and students’ worksheets. The results of this study reveal multi-layered perspectives of a physics student-teacher identity. We conclude that Syahrul’s identity was constructed through rhetoric skills obtained from his involvement in student co-curricular activities such as involvement in a student organization formed by the university. Implications on physics teacher preparation programs are also discussed

The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?

Using multiple representations (MR) such as graphs, symbols, diagrams, and text, is central to teaching and learning in physics classrooms. While different studies have provided evidence of the positive impact of the use of MR on physics learning, a comprehensive overview of existing literature on the use of MR in physics education, especially at the undergraduate level, is missing. This manuscript addresses this gap in the literature by reporting on the outcomes of a systematic review study that aimed to provide an overview of the existing knowledge base, to identify gaps in the knowledge base, and to propose future research about the use of MR in the context of undergraduate physics education. For the purpose of this study, we reviewed 24 empirical studies published between 2002 and 2019 in scientific, peer-reviewed journals in the context of undergraduate physics education. The outcomes of this review study are discussed under these themes (a) In what ways does the use of MR in instruction support student learning? (b) What kinds of representations do students use? (c) What difficulties do students face in using MR? (d) What is the relation between students’ use of MR and students’ problem-solving skills? and, (e) What is the added value of technology integration in teaching with MR? We identify gaps in the existing knowledge base, and we propose future research directions in these three areas: (a) Exploring the use of MR in university physics textbooks; (b) Blending of different kinds of MR; and, (c) The use of virtual reality applications

Exploring pre-service physics teachers’ development of physics identity through the use of Multiple Representations (MR)

This study is situated in the research area of physics identity, which is conceptualized as consisting of the following dimensions: performance, competence, interest, and recognition. The aim of this mixed-methods case study is to examine how and what kinds of learning experiences with the use of multiple representation (MR) might impact preservice physics teachers’ development of physics identities. The rationale for this study is rooted within empirical evidence that the use of specific representations, especially the use of graphs and tables might influence the development of students’ interest, competence, and self-identification with science. By using MR in the context of an introductory physics course, 68 preservice teachers were provided with opportunities that supported them in developing their subject matter knowledge, which has been shown to directly influence the development of a positive/strong physics identity. Quantitative data were collected from 68 preservice teachers through a pre- and post- questionnaire measuring physics identity and through 8 physics problems quizzes. The data will be analyzed through ANOVA and regression analysis, for the purpose of examining the impact of the course on the participants’ physics identities. Qualitative data were collected from 9 purposefully selected preservice teachers through semi-structured interviews carried out at 3 different points in time (before-during-after the course) for the purpose of exploring what kinds of learning experiences impacted their physics identities and how their physics identities developed over time. These interviews will be analyzed through a constant comparative analysis and by means of in-vivo coding techniques. The findings of this study will contribute to the increasing knowledge base of physics identity by offering insights into how the development of strong/positive physics identities might be scaffolded with the use of MR in the context of science teacher preparation. As such, the study will contribute to an existing knowledge gap in the literature related to an examination of how and what kinds of classroom practices might impact preservice teachers’ development of physics identitie