Pre-service Physics Teachers Research Articles

The Characteristics of Energy Concepts in Preservice Physics Teachers: Focusing on Ontological Categories

The Characteristics of Energy Concepts in Preservice Physics Teachers: Focusing on Ontological Categories

Analysis of Pre-service Physics Teachers’ Understanding of Curl and Stokes Theorem and Conservative Force in the Mechanics

Analysis of Pre-service Physics Teachers’ Understanding of Curl and Stokes Theorem and Conservative Force in the Mechanics

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions

<p>Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.</p>

Elementary, Middle, and High School Students and Pre-service Physics Teachers' Understanding of Interval Voltages in Electric Circuits; Focused on Prediction, Measurement, and Simulation Experiments

Elementary, Middle, and High School Students and Pre-service Physics Teachers' Understanding of Interval Voltages in Electric Circuits; Focused on Prediction, Measurement, and Simulation Experiments

Study of Critical Thinking Skill Patterns in Pre-service Physics Teachers Through Cluster Analysis

Study of Critical Thinking Skill Patterns in Pre-service Physics Teachers Through Cluster Analysis

Differences in Scientific Argumentation Skills of Preservice Physics Teachers in Written and Oral Contexts: A Case Study of Video-Based Microteaching Learning

This study aims to analyze the profile of scientific argumentation skills of preservice physics teachers in the context of written case studies and oral presentations through video-based microteaching learning. Data was collected from 15 preservice physics teachers participating in a microteaching course. Qualitative analysis of argumentation components (claim, reason, evidence, rebuttal, conclusion) revealed significant differences in argumentation skills between the two contexts. In written case studies, students demonstrated a relatively good ability to present evidence. However, they needed to improve in formulating claims and reasons. Meanwhile, in oral presentations, there was a significant increase in all components of argumentation, particularly claims, reasons, rebuttals, and conclusions. These findings have important implications for developing more effective microteaching learning to improve the scientific argumentation skills of preservice physics teachers.

Learning Technology Increases the Perception of Online Learning

3 ABSTRACT Teachers are important part in the process of education. One of the basic competencies of a teacher that must be possessed is professional competence. The researcher focused on the problem, how is the professionalism of pre-service physics teachers with online learning? To figure out the answer, the researchers use a mixed method approach with Exploratory Sequential Design. The findings of this study indicate that the knowledge of the professionalism of the pre-service physics teacher is quite good, but after working on the questions the professionalism of the prospective physics teacher still seems to be hampered. The novelty of this study is that while the outcomes of teaching professionalism can't predict professionalism in the future, they can be utilized as a starting point for future studies on how prospective teachers' professionalism is maintained. This finding suggests conducting further research to find the design of teacher professionalism training to be able to face the challenges of modern education

Developing Experimental Competency in Pre-Service Physics Teachers with An Inquiry-Based Approach

Developing Experimental Competency in Pre-Service Physics Teachers with An Inquiry-Based Approach

CoMCoRe-LS: an instructional design to enhance pedagogical content knowledge of pre-service physics teachers

CoMCoRe-LS: an instructional design to enhance pedagogical content knowledge of pre-service physics teachers

Assessment of preservice physics teachers’ knowledge of student understanding of force and motion

In physics education, a number of studies have developed assessments of teachers’ knowledge of student understanding (KSU) of specific physics concepts with modified versions of existing concept inventories, in which teachers were asked to predict the popular incorrect answers from students. The results provide useful but indirect information to make inferences about teachers’ knowledge of the misconceptions that students may be using in answering the questions. To improve the assessment of teachers’ KSU, a new instrument is developed using a three-tier item design. The items were adapted from 17 questions from the Force Concept Inventory on force and motion. Each item was designed in three tiers, with tier 1 asking for teachers’ own answers to the question to test their content knowledge, tier 2 asking for teachers’ predictions of popular students’ incorrect answers, and tier 3 asking for teachers’ explanations of students’ incorrect answers in an open-ended form. The three-tier design captures teachers’ content knowledge, predictions, and explanations in a single item to allow explicit measures of teachers’ own content knowledge and their KSU on students’ misconceptions. The instrument was validated with preservice physics teachers, who were master-level graduate students in a normal university in China. The assessment results also suggest that the preservice teachers’ KSU of force and motion was only moderately developed, and their content knowledge was uncorrelated with their KSU. In addition, a four-level progression scale of KSU was also developed, which categorized the preservice teachers into five proficiency groups. Published by the American Physical Society 2024

How to Promote the Ability of Physics Teaching Materials Development through Team-Based Project Learning? An Action Research Evidence

This action research study investigates the use of team-based project learning to enhance the pedagogical competence of pre-service physics teachers, specifically focusing on their capacity to develop physics teaching materials. The study employed a five-stage strategy, which included the following steps: first action, observation, reinforcement, second action, and assessment. These phases formed a cycle of action research in a pedagogical course within the undergraduate program of physics education, specifically focused on teaching material development. Observation, assignments, product assessment sheets, and interviews were utilized to obtain data. The obtained data consists of quantitative data, namely performance value data related to both the process and product, as well as qualitative data in the form of interview findings. The findings indicate that 96% of pre-service teachers who engaged in material development courses through project activities had highly satisfactory marks, namely within the A- and A categories. This study emphasizes the significance of fostering efficient pedagogical techniques among prospective educators and provides data from an action research investigation. Furthermore, this research also assists in the preparation of pre-service physics instructors who possess the necessary skills to create physics textbooks. Participating in collaborative project activities allows pre-service physics teachers to gain essential skills, knowledge, and practical experiences that will prepare them for their future positions in the classroom.

Spooky action at a distance? A two-phase study into learners’ views of quantum entanglement

Quantum entanglement is a challenging concept within the field of physics education, often eluding a full grasp by both educators and learners alike. In this paper, we report findings from a two-phase empirical study into the views of entanglement held by pre-service physics teachers and physics students from various universities. In the first phase, we utilized a questionnaire consisting of open-ended questions which was completed by 31 pre-service physics teachers. The study participants’ ideas were explored using qualitative content analysis which led to the creation of rating scale items used in study phase 2. These items were administered to a broader cohort including 73 physics university students in order to capture the learners’ agreement or disagreement with the questionnaire statements, and hence, helped to validate and substantiate the in-depth insights from study phase 1. Key findings revealed widespread accurate notions, like the need to consider the entire system when examining entangled states. However, less elaborated views were also identified, including ideas such as that measurements of entangled states always show perfect (anti-)correlation. Another striking observation was the confusion between quantum entanglement and superposition. In the case of quantum teleportation, many participants seemed to have a basic grasp of the concept, although a number of misconceptions were apparent, notably the idea that quantum entanglement enables faster-than-light communication. Practically, the findings can assist educators in anticipating and addressing widespread (mis-)conceptions, paving the way for more effective instruction in quantum mechanics and its real-world applications, such as quantum cryptography and computing.

Factors of Shaping PCK Self-efficacy for Pre-service Physics Teachers Throughout Microteaching Course

Factors of Shaping PCK Self-efficacy for Pre-service Physics Teachers Throughout Microteaching Course

Physics Pre-service Teachers’ Conceptual Understanding of Scientific Literacy

Physics Pre-service Teachers’ Conceptual Understanding of Scientific Literacy

Profile of Pre-service Physics Teachers' Representational Fluency on Electrostatic Concept

Science teachers have to master representational to communicate and be aware of the students’ difficulties in understanding science concepts. This study aims to determine representational fluency as part of science communication skills in pre-service physics teachers. This study uses descriptive analysis techniques based on the percentage. The research subjects are 50 pre-service physics teachers aged between 19 and 22 years. This study was conducted at the Study Program of Physics Education of a college in Maluku. How fluent is a pre-service physics teacher in representing the concept of electrostatic was measured using 15 valid and reliable representational fluency multiple choice test that includes four component of representational fluency: constructing single representation, constructing multiple representation, translating between representation and reviewing single representation. The findings of the present study indicate that although students had started to learn concepts of electrostatic their representational fluency is still low. The preservice teachers’ rate of giving correct answers to the test items varies between 8% and 48%. The mean score of the pre-service teachers was found to be 4.06. Keywords: representational fluency, electrostatic

Online Microteaching: Unveiling Female Pre-service Physics Teachers Technological Pedagogical and Content Knowledge (TPACK)

Global trends show that men dominate physics-related jobs. However, there is a unique phenomenon, especially in Indonesia in the physics teacher education program where there are more female students than male students. This study aims to determine the TPACK of female pre-service physics teachers consisting of 15 pre-service teachers taking microteaching courses and making their online learning videos. The videos were used as a data collection tool. A microteaching observation sheet was used to analyze data obtained from observations with two raters. The observation sheet consisted of 6 aspects which were content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) with four indicators for each aspect and the maximum score per aspect is four. The overall TPACK score was obtained by calculating the average of all aspects. Although the overall result of female pre-service physics teachers is 2.1 which is sufficient, technological-related aspects need more concern. The results showed that female pre-service physics teachers lack technological pedagogical knowledge (TPK). On the contrary, they have high pedagogical knowledge (PK). Teacher education programs should provide opportunities for female pre-service teachers to develop their TPACK. Online microteaching can be the key to helping female pre-service physics teachers to integrate technology into their learning. Keywords: microteaching, technological pedagogical and content knowledge (TPACK)

Argumentation Skills of Pre-Service Physics Teachers: An Exploration During a STEM Project in Water Turbidity

Pre-service physics teachers (PSPTs) should have an established argumentation skill, a recognized skill in 21st-century education, to support learning. In line with this, the study explored the argumentation skills of PSPTs using an argumentation framework, Toulmin’s argument pattern (TAP), to provide a clear view of the argumentation skills of the 39 PSPTs who were involved in a four-meeting science, technology, engineering, and mathematics (STEM) project. The study employed a mixed method research design in which the quantitative portion investigated the categories of TAP aspects, and the qualitative portion focused on exploring the argumentation patterns of the PSPTs. The data for this study was derived from the STEM project worksheets answered by the pre-service teachers. Quantitative analysis revealed PSPTs' argumentation aspect to be high regarding the claim aspect (97.44%) and data aspect (94.87%). Meanwhile, the warrant aspect (53.85%) is moderate, backing (20.51%) is low, and the rebuttal aspect (2.56%) is deficient. On the other hand, the qualitative analysis showed that PSPTs make four argumentation patterns: claim data (C-D); claim, data warrant (C-D-W); claim, data, warrant, backing (C-D-W-B); and claim, data, rebuttal (C-D-R). Considering TAP, quantitative and qualitative findings imply that PSPTs' argumentation skills still need to be developed, particularly on low-level aspects and in constructing a solid argument following the claim, data, warrant, backing, and rebuttal pattern

The impact of inquiry-based laboratories on improving pre-service teachers’ experimental competency

In this article, we analyze how IBL affects the experimental competency of pre-service physics teachers. An experimental quantitative analysis method, the static-group pretest-posttest design, has been utilized. A total of 32 pre-service physics teachers participated in the experimental group. In order to observe the experimental competency development level of pre-service physics teachers, the PLIC test and experimental competency test have been used. The findings revealed that inquiry-based laboratories are remarkably effective in developing pre-service physics teachers' experimental competency. The growth rate of behavioral indicators is relatively uniform except for two behaviors (2.7) and (4.5). In addition, the development of pre-service teachers’ experimental competency has reached a high level, but the percentage of students reaching level 3 is still low (14.63%). Therefore, it is suggested that further research, which focuses on increasing the support of teachers at level 3 and expanding the sample size, is needed.

How to help students learn: An investigation of how in- and pre-service physics teachers respond to students’ explanations

Research carried out through the last 20 years gave us undeniable evidence that to learn anything we need to be active participants, not passive observers. One of the important aspects of learning physics is constructing explanations of physical phenomena. To support and guide students toward constructing their explanations, teachers need to be attentive and responsive to students’ explanations. To learn how physics teachers interpret and respond to students’ explanations we investigated pre- and in-service physics teachers’ responses to students’ written explanations of their answers to a complex physics problem. The survey administered to the participants included the problem statement and four authentic student explanations. The participants were asked to identify each student’s strengths and weaknesses and to provide a response to that student. We found that while the participants were successful in identifying productive and problematic aspects of student reasoning, they rarely built on student reasoning when responding to the students, mostly focusing on addressing problematic aspects. The paper discusses why this finding is important for physics teacher preparation programs and professional development programs. Published by the American Physical Society 2024

HOW DO E-WORKSHEET USING WIZER.ME BASED GOOGLE SITE IMPROVE HIGHER ORDER THINKING SKILLS AND COMMUNICATION SKILLS?

Higher Order Thinking Skills (HOTS) and Communication Skills (CS) must be taught to pre-service physics teacher in the twenty-first century if they are to become future professional physics teacher. Based on the results of the preliminary study it is known that the HOTS and CV categories of physics education students are still lacking with an average score of 25 and 3. In addition, learning time in class is limited to solving problems so lecturers want to take advantage of technology in making teaching materials that facilitate independent practice outside the classroom, easily accessible to pre-service physics teacher (paperless), easy to provide feedback and correction results from worksheets so that learning evaluation is more effective and efficient. One treatment that can be applied to train HOTS and CS is to use teaching materials in the form of electronic-worksheets (e-worksheets) using Wizer.me based Google Site. E-worksheets will be more optimal if applied in learning, namely the Contextual Teaching and Learning (CTL) model and the Blended Problem-Based Learning (B-PBL) model. The purpose of this study was to determine the effectiveness of e-worksheets in CTL and B-PBL using Wizer.me based Google Site, changes to HOTS and CS and to determine student perceptions of using e-worksheets. The research method is quasi-experimental with a two-treatment counterbalanced design. The population of this study was all statistical physics classes for the 2022/2023 academic year, consisting of 2 classes with a total of 66 students. The sampling technique was purposive sampling, with 33 students in each class. Data collection techniques used the HOTS test, communication skills observation sheets and perception questionnaires about the use of CTL and B-PBL-based e-worksheets. The HOTS test is in the form of a description with a total of 3 questions including analyzing (C4), evaluating (C5) and creating (C4). Communication skills observation sheets include systematics/format, use of language, completeness and sequence of contents. The perception questionnaire consists of 9 questions using the Guttman scale. Based on the results of data analysis, it is known that CTL and B-PBL-based e-worksheets are effective in training HOTS and CS with large categories, namely 0.88 and 0.91. The increase in HOTS and CS was in the high category in both classes but the increase in the BPBL-CTL class was better with N-Gain, namely 0.87 and 0.92. The results of the questionnaire analysis stated that physics education students gave a good response with almost all students stating that the use of e-worksheets using Wizer.me based Google Site could increase HOTS and CS and physics education students were more independent in finding solutions to problems. Based on the results of data analysis, it can be concluded that e-worksheets in CTL and B-PBL using Wizer.me based Google Site can increase HOTS and CS.