Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation
Abstract
This study has successfully constructed the scenario of differentiated instruction (DI) on physics learning as a reflection of readiness and future implementation through undergraduate students’ beliefs. Differentiated instruction (DI) is an approach that enables teachers to plan strategically to meet the needs of every student. However, differentiated instruction in physics may or may not challenge its users in reality as it depends on beliefs and views about the nature of science, instruction, and pedagogical content knowledge. This quantitative-qualitative study involved 56 undergraduate students and consisted of three main stages: preliminary, analysis, and rendition. In the first and second stages, we found a strong negative correlation between the proportion of mathematics-conceptual knowledge of the topics and the possibility of implementing differentiated instruction (r =-0,576). Meanwhile, belief in self-proficiency is directly proportional to the DI implementation possibility (r = 0.828). In conclusion, we created two scenarios based on analysis, representing the current reality of how DI will be implemented and future implementation expectations. Moreover, this research strengthens the theory that beliefs influence the possibility of using differentiated instruction. We suggest a demand for an effective introduction to differentiation instruction during science teacher preparation programs and leading professional learning that may support the development of undergraduate students at the beginning of their careers.
Keywords
Full Text:
PDFReferences
Aftab, J. (2015). Teachers’ Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation. Journal of Education and Educational Development, 2(2), 94–114.
Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful but fun. Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683–706.
Aykutlu, I., Bezen, S., & Bayrak, C. (2015). Teacher Opinions about the Conceptual Challenges Experienced in Teaching Physics Curriculum Topics. Procedia - Social and Behavioral Sciences, 174, 390–405.
Bi, M., Struyven, K., & Zhu, C. (2023). Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology, 14(1). 1-13.
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching? Review of Research in Education, 43(1), 336-362.
Campbell, C., Lieberman, A., & Yashkina, A. (2018). Teacher-led professional collaboration and systemic capacity building: Developing communities of professional learners in Ontario. In Teachers Leading Educational Reform (1st ed., Vol. 1, pp. 72–85). Routledge.
Dack, H. (2018). Structuring teacher candidate learning about differentiated instruction through coursework. Teaching and Teacher Education, 69(1), 62–74.
Dack, H. (2019). The role of teacher preparation program coherence in supporting candidate appropriation of the pedagogical tools of differentiated instruction. Teaching and Teacher Education, 78(1), 125–140.
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127.
Du Plessis, A. E. (2019). Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon. International Journal of Educational Research, 93(1), 136–152.
Dulfer, N., Kriewaldt, J., & McKernan, A. (2021). Using collaborative action research to enhance differentiated instruction. International Journal of Inclusive Education, 1-15.
Easa, E. & Blonder, R. (2023). The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms. Chemistry Teacher International, 5(2), 125–141.
Gall, M.D., Gall, J.P., & Borg, W.R. (2010). Applying educational research (6th ed.). Pearson Education Inc.
Gheyssens, E., Consuegra, E., Engels, N., & Struyven, K. (2021). Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices. Teaching and Teacher Education, 2021(103210), 1-9.
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022). Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383–1400.
Griful-Freixenet, J., Vantieghem, W., Gheyssens, E., & Struyven, K. (2020). Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers. International Journal of Inclusive Education. 2020(1), 1-18.
Heng, T. T., & Song, L. (2020). A proposed framework for understanding educational change and transfer: Insights from Singapore teachers’ perceptions of differentiated instruction. Journal of Educational Change, 21(4), 595–622.
Jardim, W. T., Guerra, A., & Schiffer, H. (2021). History of Science in Physics Teaching: Possibilities for Contextualized Teaching? Science & Education, 30(3), 609–638.
Johler, M., & Krumsvik, R. J. (2022). Increasing inclusion through differentiated instruction in a technology-rich primary school classroom in Norway. Education 3-13, 1–15.
Kahmann, R., Droop, M., & Lazonder, A. W. (2022). Meta-analysis of professional development programs in differentiated instruction. International Journal of Educational Research, 116(2022), 1–14.
Krumphals, I., Hopf, M., & Haagen-Schützenhöfer, C. (2019). Teacher students’ beliefs about teaching physics and their teacher education. Journal of Physics: Conference Series, 1287(1), 12039–12049.
Le Fevre, D., Timperley, H., Twyford, K., & Ell, F. (2020). Leading powerful professional learning : responding to complexity with adaptive expertise. Corwin.
Letzel, V., Pozas, M., & Schneider, C. (2023). Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany. British Journal of Educational Psychology, 93(1), 1–16.
Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. The Clearing House, 81(4), 161–164.
Maeng, J. L., & Bell, R. L. (2015). Differentiating Science Instruction: Secondary science teachers’ practices. International Journal of Science Education, 37(13), 2065–2090.
Maia, V., & Freire, S. (2023). Understanding teachers’ mindset regarding differentiated instruction: issues related to curriculum planning. International Journal of Inclusive Education, 2023(1), 1-16.
Majuddin, C., Md. Khambari, M. N., Wong, S. L., Ghazali, N., & Mohd. Norowi, N. (2022). Students’ Perspectives on the Use of Differentiated Assessment Tool: Results from an Explanatory Sequential Mixed-Method Pilot Study. Contemporary Educational Technology, 14(2), 358–375.
Mesci, G., Yeşildağ-Hasançebi, F., & Tuncay-Yüksel, B. (2023). Argumentation-based nature of science instruction: Influence on pre-service science teachers’ NOS views and practicing. Teaching and Teacher Education, 132(2023), 1-14.
Muijs, D. (2004). Doing quantitative research in education with SPSS. SAGE Publication.
Nepal, S., Walker, S., & Dillon-Wallace, J. (2021). How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity? International Journal of Inclusive Education, 2021(1), 1–15.
Nicolae, M. (2014). Teachers’ Beliefs as the Differentiated Instruction Starting Point: Research Basis. Procedia - Social and Behavioral Sciences, 128, 426–431.
Obrovská, J., Svojanovský, P., Kratochvílová, J., Lojdová, K., Tůma, F., & Vlčková, K. (2023). Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity. Journal of Education for Teaching, 2023(1), 1-18
Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150.
Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217–230.
Punch, K., & Oancea, A. (2014). Introduction to research methods in education (2nd ed.). SAGE Publication.
Putra, G. S. (2023). The Misconception in Differentiated Instruction Practices: A Literature Review. Open Journal of Social Sciences, 11(1), 305–315.
Roose, I., Vantieghem, W., Vanderlinde, R., & van Avermaet, P. (2022). Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction. Educational Review. 2022 (1), 1-23.
Scarparolo, G., & Subban, P. (2021). A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction. Teachers and Teaching: Theory and Practice, 27(8), 753–766.
Schwab, S., & Woltran, F. (2023). Obstacles to Differentiated Instruction (DI) - Reviewing Factors Outside the Classroom that Contribute to Successful DI Implementation. Differentiated Instruction Around the World: A Global Inclusive Insight: Exploring Differentiated Instructional Practice in General School Education (pp. 103-114). Waxmann.
Schwab, S., Sharma, U., & Hoffmann, L. (2022). How inclusive are the teaching practices of my German, Maths and English teachers? – Psychometric properties of a newly developed scale to assess personalization and differentiation in teaching practices. International Journal of Inclusive Education, 26(1), 61–76.
Smets, W., & Struyven, K. (2020). A teachers’ professional development programme to implement differentiated instruction in secondary education: How far do teachers reach? Cogent Education, 7(1), 1-17.
Suprayogi, M.N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301.
Tapper, N., & Horsley, J. (2019). Differentiation in the Secondary School Classroom. Kairaranga, 15, 40-46.
Tomlinson, C. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development, c2001.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, 27(2-3), 119–145.
van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51–67.
Vantieghem, W., Roose, I., Gheyssens, E., Griful-Freixenet, J., Keppens, K., Vanderlinde, R., Struyven, K., & van Avermaet, P. (2020). Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions. Studies in Educational Evaluation, 67 (2020), 1-12.
Wan, S. W. Y. (2016). Differentiated instruction: Hong Kong prospective teachers teaching efficacy and beliefs. Teachers and Teaching: Theory and Practice, 22(2), 148–176.
Wan, S. W. Y. (2020). Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice. ECNU Review of Education, 3(4), 694–714.
Whitley, J., Gooderham, S., Duquette, C., Orders, S., & Cousins, J. B. (2019). Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices. Teachers and Teaching: Theory and Practice, 25(8), 1043–1061.
Woollacott, L., Booth, S., & Cameron, A. (2014). Knowing your students in large diverse classes: A phenomenographic case study. Higher Education, 67, 747–760.
Zerai, D., Eskela-Haapanen, S., Posti-Ahokas, H., & Vehkakoski, T. (2021). The Meanings of Differentiated Instruction in the Narratives of Eritrean Teachers. Pedagogy, Culture and Society, 31(3), 419-437.
Zólyomi, A. (2022). Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction. Language Teaching Research. 2022(1), 1-23
Refbacks
- There are currently no refbacks.
