Improving the Ability of Writing Teaching Materials and Self-Regulation of Pre-Service Physics Teachers through Representational Approach

Abstract

The research aimed to develop instructional strategies that could improve the ability of writing teaching materials and self-regulation of pre-service physics teachers. The problem under research was how representational approach embedded into physics courses with selected topics could improve the ability of writing teaching materials and self-regulation of pre-service physics teachers. The data were analysed descriptive-qualitatively. Based on data analysis, the following conclusions were drawn: 1) There was a significant difference in the ability of writing teaching materials between students treated with representational approach and those who were treated with expository approach; 2) The ability of writing teaching materials of students treated with representational approach improved with a percentage of average normalized gain that could be categorized into a high-level criterion; 3) The representational approach was effective in improving the ability of writing teaching materials of pre-service physics teachers with a corrected effect size that was categorized as high; and 4) The approach was effective in improving pre-service physics teachers