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Multiple Representations in Physics Education

  • Book
  • © 2017

Overview

Editors:
  1. David F. Treagust

    1. Curtin University, Perth, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Reinders Duit

    1. Christian-Albrechts-Universität zu Kiel, Kiel, Germany

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    You can also search for this editor in PubMed   Google Scholar

  3. Hans E. Fischer

    1. Universität Duisburg-Essen, Essen, Germany

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  • Brings together in one book: research on multiple representations in physics education from physicists, physics educators, psychologists and teacher students in this discipline
  • The research results and resulting rules for constructing and using multiple representations are applied to physics in general and especially physics teaching
  • An international overview of research using multiple representations in physics education
  • The examples are useful for teaching physics education at universities and for teachers in their physics classroom

Part of the book series: Models and Modeling in Science Education (MMSE, volume 10)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xi
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  2. Multiple Representations in Physics and Science Education – Why Should We Use Them?

    • Maria Opfermann, Annett Schmeck, Hans E. Fischer
    Pages 1-22

  3. Multiple Representations: Focus On Models and Analogies

    1. Front Matter

      Pages 23-24
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    2. Teaching and Learning Representations in Upper Secondary Physics

      • Per Morten Kind, Carl Angell, Øystein Guttersrud
      Pages 25-45

    3. Integrating Computational Artifacts into the Multi-representational Toolkit of Physics Education

      • Brian E. Gravel, Michelle H. Wilkerson
      Pages 47-70

    4. Evaluating Multiple Analogical Representations from Students’ Perceptions

      • Jing-Wen Lin, Mei-Hung Chiu
      Pages 71-91

  4. Multiple Representations Focus On Different Approaches and Conditions

    1. Front Matter

      Pages 93-94
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    2. Social Semiotics in University Physics Education

      • John Airey, Cedric Linder
      Pages 95-122

    3. Learning Optics with Multiple Representations: Not as Simple as Expected

      • Yen-Ruey Kuo, Mihye Won, Marjan Zadnik, Salim Siddiqui, David F. Treagust
      Pages 123-138

    4. Enacting a Representation Construction Approach to Teaching and Learning Astronomy

      • Peter Hubber, Russell Tytler
      Pages 139-161

    5. Learning About Forces Using Multiple Representations

      • Pasi Nieminen, Antti Savinainen, Jouni Viiri
      Pages 163-182

    6. The Conceptual Elements of Multiple Representations: A Study of Textbooks’ Representations of Electric Current

      • Chee Leong Wong, Hye-Eun Chu
      Pages 183-206

  5. Multiple Representations: Focus On Reasoning and Representational Competence

    1. Front Matter

      Pages 207-208
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    2. Representational Competence, Understanding of Experiments, Phenomena and Basic Concepts in Geometrical Optics: A Representational Approach

      • Andreas Müller, Rosa Hettmannsperger, Jochen Scheid, Wolfgang Schnotz
      Pages 209-229

    3. Understanding and Promoting Effective Use of Representations in Physics Learning

      • Patrick B. Kohl, Noah Finkelstein
      Pages 231-254

    4. The Role of Representations in Students’ Explanations of Four Phenomena in Physics: Dynamics, Thermal Physics, Electromagnetic Induction and Superposition

      • Jennifer Yeo, John K. Gilbert
      Pages 255-287

    5. Cross Referencing to Co-construct Knowledge About Global Heat Transfer in an Online Learning Environment: Learning with Multiple Visualizations

      • Florence R. Sullivan, W. Richards Adrion, Dave Hart, Christopher N. Hill, Kofi Charu Nat Turner, Jeff Xavier et al.
      Pages 289-310

  6. Back Matter

    Pages 311-322
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Keywords

About this book

This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementation of representations should consider design principles for using multiple representations. Investigations regarding their effect on classroom communication as well as on the learning results in all levels of schooling and for different topics of physics are reported. The book is intended for physics educators and their students at universities and for physics teachers in schools to apply multiple representations in physics in a productive way.

Editors and Affiliations

  • Curtin University, Perth, Australia

    David F. Treagust

  • Christian-Albrechts-Universität zu Kiel, Kiel, Germany

    Reinders Duit

  • Universität Duisburg-Essen, Essen, Germany

    Hans E. Fischer

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