Akademik Veri Yönetim Sistemi
The Electronic Journal for Research in Science & Mathematics Education, cilt.27, sa.4, ss.118-140, 2024 (Hakemli Dergi)
Physics and mathematics represent closely intertwined fields, wherein physicists employ
mathematical modeling to address intricate problems. A challenge encountered by physicists
involves bridging conceptual understanding with mathematical equations, a task that educators can
facilitate by supporting students in navigating these two realms of comprehension. Mathematical
modeling has exhibited potential in assisting students in recognizing that the domains of physics
and mathematics are not insurmountably complex. The present study investigated the capability of
science preservice teachers (PSTs) enrolled in an introductory physics course to resolve real-life
physics problems by adhering to the stages of mathematical modeling. Data were gathered through
the Interdisciplinary Modeling Eliciting Activity, allowing students to collaboratively discuss
problems and devise solutions. Analysis was executed utilizing the interdisciplinary mathematical
modeling (IMM) framework. The activity provided an inclusive platform for all students, including
those who typically remained reticent during classes, to actively participate in group discussions and
articulate their ideas. Despite the successful navigation of the problem with the guidance of the
IMM framework, groups encountered challenges in certain tasks such as parsing/grouping and
generating a context. Overall, the study demonstrated promise in augmenting PSTs' enthusiasm for
physics and enhancing their comprehension of mathematical models within the discipline.