Profile of the prospective teachers response to the development of scientific communication skills through physics learning

Abstract

This article discusses the profiles of prospective physics teacher responses to the development of scientific communication skills through physics learning. Data were collected using questionnaires and interviews to strengthen the data obtained through questionnaires, data were analyzed descriptively. The results show that prospective physics teachers who have already joined the Teaching practice/Field Experience Program 2 (FEP 2) or who are currently following FEP 1, generally argues that the development of scientific communication skills can be conducted through subject matter learning, especially physics learning. Some prospective teachers give an anomalous response to some statements on the questionnaire, for example they agreed on the statement that the source of physics learning is sufficient from teacher’s explanation, students do not need to read textbooks, not yet need to read scientific articles and scientific reports. Based on these findings prospective physics teachers should need to develop their’s good understanding of the aspects to be learned in developing scientific communication skills, as well as their ability in transferring or developing scientific communication skill integrated within physics learning need to be assessed.