Exploring pre-service physics teachers’ development of physics identity through the use of Multiple Representations (MR)

This study is situated in the research area of physics identity, which is conceptualized as consisting of the following dimensions: performance, competence, interest, and recognition. The aim of this mixed-methods case study is to examine how and what kinds of learning experiences with the use of multiple representation (MR) might impact preservice physics teachers’ development of physics identities. The rationale for this study is rooted within empirical evidence that the use of specific representations, especially the use of graphs and tables might influence the development of students’ interest, competence, and self-identification with science. By using MR in the context of an introductory physics course, 68 preservice teachers were provided with opportunities that supported them in developing their subject matter knowledge, which has been shown to directly influence the development of a positive/strong physics identity. Quantitative data were collected from 68 preservice teachers through a pre- and post- questionnaire measuring physics identity and through 8 physics problems quizzes. The data will be analyzed through ANOVA and regression analysis, for the purpose of examining the impact of the course on the participants’ physics identities. Qualitative data were collected from 9 purposefully selected preservice teachers through semi-structured interviews carried out at 3 different points in time (before-during-after the course) for the purpose of exploring what kinds of learning experiences impacted their physics identities and how their physics identities developed over time. These interviews will be analyzed through a constant comparative analysis and by means of in-vivo coding techniques. The findings of this study will contribute to the increasing knowledge base of physics identity by offering insights into how the development of strong/positive physics identities might be scaffolded with the use of MR in the context of science teacher preparation. As such, the study will contribute to an existing knowledge gap in the literature related to an examination of how and what kinds of classroom practices might impact preservice teachers’ development of physics identitie