The conceptual elements of multiple representations: a study of textbooks’ representations of electric current

Chee Leong Wong; Hye-Eun Chu

doi:10.1007/978-3-319-58914-5_9

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 proceeding › Chapter › peer-review

Abstract

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 language	English
Title of host publication	Multiple representations in physics education
Editors	David Treagust, Duit Reinders, Fischer Hans
Place of Publication	Cham
Publisher	Springer, Springer Nature
Chapter	9
Pages	183-206
Number of pages	24
ISBN (Electronic)	9783319589145
ISBN (Print)	9783319589121
DOIs	https://doi.org/10.1007/978-3-319-58914-5_9
Publication status	Published - 2017

Publication series

Name	Models and modeling in science education
Volume	10
ISSN (Print)	1871-2983
ISSN (Electronic)	2213-2260

Keywords

multiple representations
electric current
alternative conceptions
definitions
diagrammatic
conceptual understanding

Access to Document

10.1007/978-3-319-58914-5_9

Cite this

Wong, C. L., & Chu, H.-E. (2017). The conceptual elements of multiple representations: a study of textbooks’ representations of electric current. In D. Treagust, D. Reinders, & F. Hans (Eds.), Multiple representations in physics education (pp. 183-206). (Models and modeling in science education; Vol. 10). Springer, Springer Nature. https://doi.org/10.1007/978-3-319-58914-5_9

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The conceptual elements of multiple representations: a study of textbooks’ representations of electric current. / Wong, Chee Leong; Chu, Hye-Eun.
Multiple representations in physics education. ed. / David Treagust; Duit Reinders; Fischer Hans. Cham: Springer, Springer Nature, 2017. p. 183-206 (Models and modeling in science education; Vol. 10).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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The conceptual elements of multiple representations: a study of textbooks’ representations of electric current

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