Competency Profile of Prospective Physics Teachers Regarding Measurement and Uncertainty in Scientific Practice
DOI:
https://doi.org/10.30872/jlpf.v7i2.6294Keywords:
Prospective Physics Teachers, Multidimensional Competence, Measurement UncertaintyAbstract
Competence in measurement and uncertainty is an essential foundation for prospective physics teachers; however, it is often not mastered comprehensively. This study aims to analyze the competency profile of prospective physics teachers in the domains of measurement and uncertainty as a foundation for scientific practice. The study employed a mixed-methods case study design involving six prospective physics teachers selected through purposive sampling. Data were collected through structured written tests, think-aloud interviews, and supporting document analysis. The research instruments were validated with an Aiken's V coefficient of 0.872 and demonstrated high inter-rater reliability (κ = 0.920). The findings revealed varying levels of competence across the procedural (82.5%), conceptual (77.5%), analytical (46.7%), and integrative (32.5%) domains, with systematic misconceptions predominantly identified in uncertainty propagation (83%) and significant figures (83%). Further qualitative analysis indicated that most participants still perceived uncertainty as a technical error rather than an inherent characteristic of the scientific process. This study recommends transforming the physics teacher education curriculum by emphasizing a balance between procedural competence and epistemological understanding, as well as developing instructional strategies to address systematic misconceptions. The implications of this study include developing a multidimensional competency assessment model and instructional intervention designs that foster an authentic understanding of the nature of measurement in science.
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