Prospective Physics Teachers' Consistency and Scientific Reasoning in the Learning of Force Concept

Abstract

Abstract-Physics education research has been revealed that scientific reasoning was a hidden variable which influences student's conceptual understanding in physics. A student who has good understanding is characterized by their scientific consistency and representational consistency. Hence, this study was conducted to investigate particularly the relation between the prospective physics teacher's conceptual understanding, scientific consistency, representational consistency and scientific reasoning, as well as a depiction of each variable, in the learning of force concept. Representational Variant of Force Concept Inventory (R-FCI) was used to collect consistency data and Lawson Classroom Test of Scientific Reasoning was used for scientific reasoning data. The correlation between assessed variables was analized by using the Spearman rank correlation. The participant was 29 first-year prospective physics teachers who attended for introductory physics courses in 2015 at Indonesia University of Education. The findings showed that none prospective physics teacher is formal reasoner, while respectively 31% concrete reasoner, 45% early transitional reasoner and 24% late transitional reasoner. As for the scientific consistency and representational consistency, both of them can be classified as either moderately consistent or inconsistent, with none consistent. The correlation coefficient between prospective physics teacher's scientific reasoning and both consistency was 0.48 for scientific consistency and 0.39 for representational consistency, while the correlation between their scientific reasoning and conceptual understanding of the force concept was 0.49. Through this investigation we provide useful information to consider scientific reasoning which influences the student's conceptual understanding and both consistency in the learning of the force concept in the physics classroom at high or middle school.

Relationship between Formal Reasoning and Understanding of Physics Concepts for Eleventh Grade Students: A Case of SMAN 3 Wajo

“…The strength of the relationship between formal reasoning and understanding of physics concepts in class XI of SMAN 3 Wajo is in the moderate category. Formal reasoning has a relationship with the understanding of the concept this is in line with the opinion that scientific reasoning is closely related to intellectual development where one of the forms is the ability to understand the concepts of students Sriyansyah & Saepuzaman (2017),…”

Effect of Interactive Conceptual Instruction Assisted by PhET Simulations on the Student’s Scientific Consistency in Physics

“…The use of these various representations is necessary to support students' understanding ability (Campos et al, 2020;Resita & Ertikanto, 2018;Rosengrant et al, 2009). Students with a strong conceptual understanding will demonstrate good scientific consistency as well (Sriyansyah et al, 2015). Therefore, students who possess scientific consistency not only master representational skills but also have a correct, robust, and consistent conceptual understanding.…”

Eksplorasi Keterampilan Penalaran Ilmiah Berdasarkan Jenis Kelamin Siswa SMA

“…Pada tingkat sekolah menengah atas ditemukan sebagian besar siswa masih berada pada tingkat operasional konkret (Effendy et al, 2018;Khoirina et al, 2018;Puspita, 2016), hal serupa juga pada tingkat sekolah menengah pertama (Novianawati & Nahadi, 2019;Rosdiana et al, 2019). Eksplorasi KPI terhadap calon guru fisika juga dilakukan oleh Sriyansyah & Saepuzaman, (2016) dan mahasiswa fisika oleh Handayanto et al, (2019), keduanya memperoleh hasil yang sama dimana sebagian besar berada pada tahap transisi. Hasil yang berbeda diperoleh pada guru biologi yang sebagian besar masih berada pada tahap operasional konkret (Ermayanti et al, 2019;Nurdiani et al, 2019).…”