Physics knowledge justification: an analysis framework to examine physics content knowledge
Argumentation and knowledge justification have been noted as important skills to be learned in secondary
and tertiary level of education. These skills are especially crucial in teaching and learning physics
because physics knowledge is normative and has hierarchical structure. The purpose of this article is
two-fold. First, we propose a framework to analyze pre-service physics teachers’ knowledge justification.
Second, we show how this framework can be used to examine pre-service physics teachers’ knowledge
justification in the context of quantum physics. The sample consists of 68 knowledge justification schemes
on four quantum phenomena (N=17 participants who all produced four schemes). The proposed
framework discusses conceptual, relational and strategic knowledge presented in knowledge justification
schemes. The results show that analysis framework reveal significant differences between pre-service
teachers’ knowledge justification. We conclude that there is need and room for such practical tools,
which help future teachers to organize and consider their own knowledge.
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