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

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 languageEnglish
Title of host publicationMultiple representations in physics education
EditorsDavid Treagust, Duit Reinders, Fischer Hans
Place of PublicationCham
PublisherSpringer, Springer Nature
Chapter9
Pages183-206
Number of pages24
ISBN (Electronic)9783319589145
ISBN (Print)9783319589121
DOIs
Publication statusPublished - 2017

Publication series

NameModels and modeling in science education
Volume10
ISSN (Print)1871-2983
ISSN (Electronic)2213-2260

Keywords

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

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