Perceived relevance of university physics problems by pre-service physics teachers
- Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are perceived by pre-service physics teachers as more relevant for their future career than regular, quantitative problems. It is however not clear, what the students' meaning of the construct 'relevance' is: what makes a problem more relevant to them than another problem? To answer this question, N = 7 pre-service teachers were interviewed using the repertory grid technique, based on the personal construct theory. Nine physics problems were discussed with regards to their perceived relevance and with regards to problem properties that distinguish these problems from each other. We are able toPre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are perceived by pre-service physics teachers as more relevant for their future career than regular, quantitative problems. It is however not clear, what the students' meaning of the construct 'relevance' is: what makes a problem more relevant to them than another problem? To answer this question, N = 7 pre-service teachers were interviewed using the repertory grid technique, based on the personal construct theory. Nine physics problems were discussed with regards to their perceived relevance and with regards to problem properties that distinguish these problems from each other. We are able to identify six problem properties that have a positive influence on the perceived relevance. Physics problems that are based on these properties should therefore potentially have a higher perceived relevance, which can have a positive effect on the motivation of the pre-service teachers who solve these problems.…
Author details: | Joost Willem MassoltORCiDGND, Andreas BorowskiORCiDGND |
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DOI: | https://doi.org/10.1080/09500693.2019.1705424 |
ISSN: | 0950-0693 |
ISSN: | 1464-5289 |
Title of parent work (English): | International journal of science education |
Subtitle (English): | personal constructs |
Publisher: | Routledge, Taylor & Francis Group |
Place of publishing: | Abingdon |
Publication type: | Article |
Language: | English |
Date of first publication: | 2020/01/12 |
Publication year: | 2020 |
Release date: | 2023/01/06 |
Tag: | Motivation; physics education; pre-service teachers; repertory grid |
Volume: | 42 |
Issue: | 2 |
Number of pages: | 23 |
First page: | 167 |
Last Page: | 189 |
Funding institution: | German Federal Ministry of Education and Research Federal Ministry of; Education & Research (BMBF) |
Organizational units: | Mathematisch-Naturwissenschaftliche Fakultät / Institut für Physik und Astronomie |
DDC classification: | 5 Naturwissenschaften und Mathematik / 53 Physik / 530 Physik |
Peer review: | Referiert |
Publishing method: | Open Access / Hybrid Open-Access |
License (German): | CC-BY-NC-ND - Namensnennung, nicht kommerziell, keine Bearbeitungen 4.0 International |
External remark: | Zweitveröffentlichung in der Schriftenreihe Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe ; 1396 |