Preservice physics teachers’ development of physics identities: The role of multiple representations

Nuril Munfaridah



This mixed-methods case study aimed to examine the development of preservice physics teachers’ physics identities through their participation in introductory pysics course in Indonesia that incorporated the use of multiple representations (MR). Data were collected using three questionnaires (n=61) and semi-structured interviews (n=21) with the participants. The questionnaires were analyzed through a Wilcoxon signed ranks test in order to examine the changes of each component of preservice physics teachers’ physics identity. The interviews were analyzed through constant comparative analysis and by means
of in-vivo coding techniques in order to explore the ways (if any) in which the participants’ physics identities developed. Preliminary findings showed that the use of MR supported the development of the participants’ physics identities and specific instructional practices were critical to the development of specific components of the participants’ physics identities. This study aims to contribute to the increasing knowledge base of physics identity by offering insights into how the development of physics identities might be supported through specially designed instructional practices.
Originele taal-2English
Aantal pagina's8
StatusPublished - 4-jul-2020
EvenementESERA Virtual Doctoral Network 2020 - Online, Oxford, United Kingdom
Duur: 28-jun-20204-jul-2020


ConferenceESERA Virtual Doctoral Network 2020
Land/RegioUnited Kingdom
Internet adres

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