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Identifying Taiwanese University Students’ Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

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Abstract

The main purposes of this study were to identify Taiwanese university students’ physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this study and were invited to complete two instruments, physics learning profile and physics learning self-efficacy (PLSE). The main results indicated that, first, the two instruments developed in this study had satisfactory validity and reliability. Second, three fundamental physics learning profiles, the reproductive, transitional, and constructive profiles, were characterized based on the cluster analysis. It is also evident that the three learning profiles demonstrated different levels of self-efficacy for the five PLSE dimensions. The students with a reproductive profile tended to possess the lowest PLSE across the five dimensions. The students with a transitional profile may possess higher confidence in higher-order cognitive skills and laboratory activities than those with a reproductive profile. However, only those with a constructive profile, highlighting a comprehensive understanding of physics knowledge/concepts as well as de-emphasizing physics learning as preparing for tests and calculating and practising tutorial problems, possessed stronger PLSE in applying what they learned to real-world contexts as well as in scientifically communicating with others.

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Acknowledgements

Funding of this research work is supported by the Ministry of Science and Technology, Taiwan, under grant numbers MOST 103-2511-S-011 -004 -MY2; NSC 102-2511-S-011-002-MY3; NSC 101-2628-S-011 -001 -MY3.

Author information

Authors and Affiliations

  1. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Rd., Taipei, 106, Taiwan

    Tzung-Jin Lin & Jyh-Chong Liang

  2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Rd., Taipei, 106, Taiwan

    Chin-Chung Tsai

Authors
  1. Tzung-Jin Lin
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  2. Jyh-Chong Liang
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  3. Chin-Chung Tsai
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Correspondence to Tzung-Jin Lin or Jyh-Chong Liang.

Appendices

Appendix 1: the Physics Learning Profile (PLP) Instrument

Testing (T)

  1. T1.

    Learning physics means getting high scores on examinations.

  2. T2.

    Learning physics is to answer examination questions correctly.

  3. T3.

    If there are no tests, I will not learn physics.

  4. T4.

    There are no benefits to learning physics other than getting high scores on examinations. In fact, I can get along well without knowing many physics facts.

  5. T5.

    The major purpose of learning physics is to get more familiar with test materials.

  6. T6.

    I learn physics so that I can do well on physics-related tests.

  7. T7.

    There is a close relationship between learning physics and taking tests.

Calculating and Practicing (CP)

  1. CP1.

    Learning physics involves a series of calculations and problem solving.

  2. CP2.

    Learning physics means calculating and solving physics tutorial problems constantly.

  3. CP3.

    I think that learning calculation or problem-solving will help me improve my performance in physics courses.

  4. CP4.

    Learning physics means knowing how to use the correct formulae when solving problems.

  5. CP5.

    The way to learn physics well is to constantly practice calculations and problem solving.

  6. CP6.

    There is a close relationship between learning physics, being good at calculations, and constant practice.

Understanding (U)

  1. U1.

    Learning physics allows me to solve or explain unknown questions and phenomena.

  2. U2.

    Learning physics means understanding physics-related knowledge.

  3. U3.

    Learning physics means understanding the connection between physics concepts.

  4. U4.

    Learning physics is to realize the true meanings of physics theories and formulae.

  5. U5.

    Learning physics enables me to understand physics-related questions and phenomena that I did not know in the past.

  6. U6.

    Learning physics can expand my knowledge and vision.

  7. U7.

    Learning physics makes me comprehend more phenomena and knowledge related to nature.

Appendix 2: the Physics Learning Self-Efficacy (PLSE) Instrument

Conceptual Understanding (CU)

  1. CU1.

    I can explain physics laws and theories to others.

  2. CU2.

    I can choose an appropriate formula to solve a physics problem.

  3. CU3.

    I can link the contents among different physics concepts and establish the relationships between them.

  4. CU4.

    I know the definitions of basic physics concepts very well.

  5. CU5.

    I feel confident when I interpret graphs/charts related to physics.

Higher-Order Cognitive Skills (HCS)

  1. HCS1.

    I am able to critically evaluate the solutions of physics problems.

  2. HCS2.

    I am able to design physics experiment to verify my hypothesis.

  3. HCS3.

    I am able to propose many viable solutions to solve a physics problem.

  4. HCS4.

    When I come across a physics problem, I will actively think over it first and devise a strategy to solve it.

  5. HCS5.

    I am able to make systematical observations and inquiry based on a specific physics concept or scientific phenomenon.

  6. HCS6.

    When I am exploring a physics phenomenon, I am able to observe its changing process and think of possible reasons behind it.

Practical Work (PW)

  1. PW1.

    I know how to carry out experimental procedures in the physics laboratory.

  2. PW2.

    I know how to use equipment in the physics laboratory.

  3. PW3.

    I can interpret data during the laboratory sessions.

  4. PW4.

    I know how to set-up equipments of laboratory experiments.

  5. PW5.

    I know how to collect data during the physics laboratory.

  6. PW6.

    I can write a laboratory report to summarize main findings.

  7. PW7.

    I am confident that I could analyze a set of data from the physics laboratory.

Everyday Application (EA)

  1. EA1.

    I am able to explain everyday life by using physics theories.

  2. EA2.

    I am able to propose solutions to everyday problems by using physics.

  3. EA3.

    I can understand the news/documentary I watched on television related to physics.

  4. EA4.

    I can recognize the careers related to physics.

  5. EA5.

    I am able to apply what I have learned in school physics to daily life.

  6. EA6.

    I am able to use scientific methods to solve physics problems in everyday life.

  7. EA7.

    I can understand and interpret social issues related to physics in a scientific manner.

  8. EA8.

    I am able to aware that a variety of phenomena in daily life involve physics -related concepts.

Science Communication (SC)

  1. SC1.

    I am able to comment on presentations made by my classmates in physics class.

  2. SC2.

    I am able to use what I have learned in physics classes to discuss with others.

  3. SC3.

    I am able to clearly explain what I have learned to others.

  4. SC4.

    I feel comfortable to discuss physics content with my classmates.

  5. SC5.

    In physics classes, I can clearly express my own opinions.

  6. SC6.

    In physics classes, I can express my ideas properly.

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Lin, TJ., Liang, JC. & Tsai, CC. Identifying Taiwanese University Students’ Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy. Res Sci Educ 45, 605–624 (2015). https://doi.org/10.1007/s11165-014-9440-z

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