Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Abstract

This study aims to explain the extent to which prospective physics teachers' views and practices are consistent with the constructivist framework. A case study design was employed as the research approach. The study was conducted with 11 prospective physics teachers attending a state university in Turkey. Data was collected through semi-structured interviews, observation notes and lesson plans. The interview guide consisted of questions which allowed the interviewer to probe participants' views of constructivism based on 5E learning model. Such questions as "how do you plan your teaching?" (introducing new topics, continuing the lecture, types of questions to ask, evaluating students' understanding etc.) were included in the interview. Following the analysis of the interview data, participants' profiles were classified into three categories: traditional, transition and constructivist under the dimensions "beginning of a lesson," "learning process," "learning environment" and "assessment." Observations were carried out using an observation checklist consisting of 24 items based on 5E learning model. Another checklist developed by the researchers was used to evaluate participants' teaching qualifications. Interview results showed that seven participants had transitional, three had constructivist and one had traditional views. However, none of the participants were observed to exhibit constructivist teaching styles. Moreover, observation and interview results were consistent only for six participants, indicating that almost half of the participants had difficulty putting their views into practice.

Physics Teachers’ Perceptions on Sustainable Physics Education

“…Other research studies have identified various influential factors such as understanding, attitudes, beliefs, emotional obstruction, perceived challenges, obstacles experienced and self-efficacy on teachers' perceptions of PE (e.g. Ates & Coban, 2018;Canbay & Berecen, 2012;Munby et al, 2000;Qhobela & Kolitsoe Moru, 2014;Tobin & Mcrobbie, 1996). Due to the scarcity of literature reporting on SPE, this research constructed physics teachers' perceptions of SPE from three components namely, knowledge and understanding of PE, physics competencies, and difficulties in teaching physics.…”