The conceptual elements of multiple representations

a study of textbooks’ representations of electric current

Chee Leong Wong, Hye-Eun Chu

Research output: Chapter in Book/Report/Conference proceedingChapter


Physics teachers may focus on the forms of multiple representations, but they might not be mindful of the essential or elementary features of a concept. Ainsworth's (Comput Educ 32 (2–3): 131–152, 1999) framework may provide some basic ideas of multiple representations, but it does not help to analyse the elementary features of a physical concept and guide students to reconstruct the concept for a more meaningful understanding. Educational Reconstruction (Duit R, Gropengießer H, Kattmann U, Komorek M, Parchmann I, The model of educational reconstruction–A framework for improving teaching and learning science. In: Jorde D, Dillon J (eds) The world of science education: Science education research and practice in Europe. Sense Publishers, Rotterdam, pp 13–47, 2012) approach can complete the multiple representations framework of Ainsworth (Comput Educ 32 (2–3): 131–152 …
Original languageEnglish
Title of host publicationMultiple representations in physics education
EditorsDavid Treagust, Duit Reinders, Fischer Hans
Place of PublicationCham
PublisherSpringer, Springer Nature
Number of pages24
ISBN (Electronic)9783319589145
ISBN (Print)9783319589121
Publication statusPublished - 2017

Publication series

NameModels and modeling in science education
ISSN (Print)1871-2983
ISSN (Electronic)2213-2260


  • multiple representations
  • electric current
  • alternative conceptions
  • definitions
  • diagrammatic
  • conceptual understanding

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