There is growing awareness in the physics education research community about the importance of using representations in physics teaching and the need for lecturers to reflect on their practice. This research study adopted a design-based research approach in an attempt to design a reliable, valid and practically useful artefact (framework/strategy) that could be used to trigger introductory physics lecturers’ reflections on their instructional use of representations. The artefact, which was instantiated with physics lecturers, comprised an observation protocol, an accompanying definitions key, a communication platform, and an instrument to assess the outcome (the levels of reflection). The video-data of lecturer practice were analysed using a priori codes to generate profiles of teaching practice. The resulting profiles were used to trigger individual video-stimulated reflection. The levels of reflection were assessed using a purpose-designed ‘Expectations of Reflection’ taxonomy. Thereafter a set of design guidelines and design principles were generated to guide further similar design-based educational studies. The process was validated via interview data but, while it was deemed a valid and reliable solution to the research problem, there were varying levels of perceived value of the artefact among the participating lecturers.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nmmu/vital:20361 |
| Date | January 2014 |
| Creators | Lombard, Elsa Helena |
| Publisher | Nelson Mandela Metropolitan University, Faculty of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Doctoral, DPhil |
| Format | xiv, 271 leaves, pdf |
| Rights | Nelson Mandela Metropolitan University |
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