Preservice Physics Teachers’ Development of Physics Identities: the Role of Multiple Representations

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.

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

“…Bukor (2015), Çetin and Eren (2022)*, Çetin and Eren (2019), Chien (2018), Cripps Clark and Groves (2012), Dell'Angelo and Richardson (2019), Dotger and Smith (2009), Garner and Kaplan (2019), Goktepe and Kunt (2023), Gormley (2020), Granjo et al (2021), Hathcock et al (2020), Hsu et al (2017), Katz et al (2013), Mandt and Afdal (2022)*, Marco‐Bujosa et al (2020), McIntyre and Hobson (2016), Menon (2020), Morris and Imms (2021), Munfaridah et al (2022)*, Naidoo (2017), Newburgh (2019), Nguyen and Yang (2018), Seban (2015), Settlage et al (2009), Schaefer (2013), Smit et al (2010), Stenberg (2010), Sutherland and Markauskaite (2012), van der Want et al (2018), Yang et al (2021), Yuan and Lee (2015), Yuan et al (2022)*, Wang et al (2022)* and Zhang et al (2018)…”

“…However, we also noted studies that drew on a range of concepts to provide the theoretical framework for their research. For example, Munfaridah et al (2022) combined Carlone and Johnson's (2007) model of identity, which includes competence, performance and recognition, with Hazari et al's (2010) disciplinary‐based identity framework. In two separate studies, Çetin and Eren (2019, 2022) provide a model for understanding identity by drawing on multiple concepts including teacher professional goals, teacher identity and teacher possible selves (Çetin & Eren, 2019) and also teachers' achievement goal orientations for teaching, emotions about teaching, teacher identity and teachers' sense of personal responsibility (Çetin & Eren, 2022).…”

Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning

“…Multiple representation article data is presented in Table 2. (Munfaridah et al, 2022) quasi-experiment thermodynamics diagrams, pictures, equations, and verbal descriptions 11. (Chusni et al, 2022) natural science learning verbal, image, physical, and mathematics 12.…”

“…Learning physics involves interrelationships between concepts to explain natural phenomena and problem solving. The context and problem-based learning model affected the physics problems solving skills (Munfaridah et al, 2022;Yuberti et al, 2019). Studying the subject matter of physics means solving and discovering why and how phenomena occur.…”

Exploration of science teacher identity construction through various lived experiences

“…Researchers had uncovered the hidden power of personal identity in the lived experience as a teacher of a science teacher teaching in Indonesia and Australia (Rahmawati & Taylor, 2018). Another researcher uncovered the development of a physics teacher's physics identity through specific instructional practices designed to incorporate the use of multi-representation (Munfaridah et al, 2022). Other researchers have also explored the identity of student teachers in the context of physics teacher preparation programs in Indonesia (Purwaningsih et al, 2020).…”