An analysis of thinking patterns of natural sciences teacher candidate students in understanding physics phenomena using P-Prims perspective

Abstract

This research aimed to identify thinking patterns of natural sciences teacher candidate students in understanding physics phenomena. Results of thinking patterns could be used to determine approriate learning models and materials for students’ thinking capacity. In this research, thinking patterns were analyzed using Phenomenological Primitive (P-Prims) perspective. A random sampling technique with purposive sampling was used. The sample consisted of undergraduate students majoring in natural sciences education of Tidar University. The research method used in this research was qualitative, accompanied with The Investigation of Lived Experience with Cognitive Psychology type. Data were collected using tests and interviews. The research results show that in explaining unfamiliar physics phenomena which had never been taught before, students used 1) inductive thinking pattern, by calling back their existing, relevant knowledge and 2) deductive thinking pattern, by using synthesized general premises.

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