HIGHLIGHTS
SUMMARY
Beginning preservice physics teachers often have a poor understanding of physics concepts and difficulties with solving physics problems (Davis et_al, 2006; Aviyanti, 2020). In reviewing the literature on MR in physics education, it becomes clear that the use of MR contributes to students` conceptual understanding (Munfaridah et_al, 2021), and, probably, to their physics identity and physics teacher identity. The authors expect to influence preservice physics teachers` development of physics identity and physics teacher identity through the implementation of this approach in an introductory physics course on thermodynamics in an Indonesian university. In the following . . .
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