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.

Problem solving skills is one of six topical areas of physics education research, whereas the research about implementation of Project Based Learning-Science Technology Engineering and Mathematics (PjBL-STEM) to enhance students’ problem solving skills is still lacking. This research purposed to reveal the impact of PjBL-STEM on students’ problem solving skills in the topic of Electromagnetic Induction with a quasi experiment non-equivalent group design. Grade XII students of Senior High School 2 Pasuruan Indonesia were distributed to Experiment class (PjBL-STEM) (N=36) and Comparison class (PjBL) (N=38). Students worked on two projects, which were light shake and transformator. Problem Solving Skills Test with 0.681 Cronbach’s alpha reliability was used as research instrument. Data analysis was done with t-test, effect size, and N-gain. The result showed PjBL-STEM gained problem solving skills significantly higher than the PjBL. Both classes had medium category in the skill’s improvement. With “Very Large” effect size, the operationalization implementation of PjBL-STEM model had very large impact than PjBL class in increasing students’ problem solving skills. The final questionnaire revealed students in both classes had positive response (Agree and Strongly Agree), which were quite similar towards the implementation of the learning model.

The learning in 21st century needs literacy skill, but the study regarding the application of Science, Technology, Engineering, and Mathematics (STEM)-based Guided Inquiry (GI) to develop students’ scientific literacy is limited. This study aimed to know the impact of STEM-based GI learning on students’ scientific literacy in the topic of fluid statics. Using Pre-and Posttest design in a quasi experiment research, students in grade XI of Senior High School 7 Malang, Indonesia, were placed in two classes called Experiment (STEM-GI) and Control (conventional) classes. STEM-GI class made two engineering products, which are a small-scale hydraulic robot and hydraulic lift based on Pascal Law. The Fluid Statics Scientific Literacy Test was used to measure students’ scientific literacy with Cronbach’s alpha reliability of 0.741. Data analysis with Mann-Whitney, N-gain, and Cohen’s effect size was conducted. The result showed two classes had significantly different scientific literacy. Scientific literacy of STEM-GI was higher than conventional class. The improvement of both Experiment and Control classes belonged in medium category. The effect of operational implementation of Experiment-Control pair yielded “large” category in the enhancement of scientific literacy. From the final questionnaire, it’s revealed that students had more positive response towards STEM-based GI than conventional learning.

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ABSTRAK

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.

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.