How Students Think and Learn in Physics: Insights from Learning Approaches, Identity, and Metacognition

A complex interaction of cognitive and identity factors shapes students' learning experiences in physics. Their approaches to learning, reflections on their thought processes, and self-perceptions as physics learners greatly impact their engagement and persistence in the subject. This study explores the connections between learning approaches, metacognition, epistemic cognition, and physics identity, seeking to better understand how these components interact in the context of physics education. By analyzing survey data, we identified trends in students' metacognitive awareness, epistemic beliefs, and learning strategies, as well as their feelings of belonging in physics. The results will provide valuable insights into how teaching strategies can enhance deeper learning and develop stronger physics identities, ultimately leading to improved student success in physics courses.