Investigating Overt Use of Multiple Representations to Improve Learning in University Physics

• In Event: Roundtable Session 30
  In Roundtable Session: Science Education in Higher Ed

Abstract

Scientific discourse involves flexible use of multiple representations and students need to understand and link different representations to develop a deeper understanding of science concepts. In this case study with first year university students in a physics course for non-majors, we explicitly presented students with different representations using two instruments on Thermal Physics and Optics to assess their conceptual understanding and their use of multiple representations (description using words, diagrams, formulas and coordinate graphs) to explain the concepts. We also conducted interviews to link students’ explanations to their responses in the questionnaire items. The results showed that even with explicit teaching, a large number of students were unable to apply the four representations effectively to solve physics problems.

Authors

• Yen-Ruey Kuo, Curtin University

• David F. Treagust, Curtin University

• Miyeh Won, Curtin University

• Salim Siddiqui, Curtin University

• Marjan Zadnik, Curtin University