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 proceedingChapterResearchpeer-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 …
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

Fingerprint

textbook
reconstruction
science
physics
education
Teaching
teacher
learning
student

Keywords

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

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). Cham: Springer, Springer Nature. https://doi.org/10.1007/978-3-319-58914-5_9
Wong, Chee Leong ; Chu, Hye-Eun. / The conceptual elements of multiple representations : a study of textbooks’ representations of electric current. Multiple representations in physics education. editor / David Treagust ; Duit Reinders ; Fischer Hans. Cham : Springer, Springer Nature, 2017. pp. 183-206 (Models and modeling in science education).
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Wong, CL & 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. Models and modeling in science education, vol. 10, Springer, Springer Nature, Cham, pp. 183-206. https://doi.org/10.1007/978-3-319-58914-5_9

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 proceedingChapterResearchpeer-review

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