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Physical Review Physics Education Research
written by Jochen Scheid, Andreas Müller, Rosa Hettmannsperger, and Wolfgang Schnotz
Proper understanding of and learning from physics phenomena and experiments requires--among other competencies--flexible and coherent use of multiple representations (MRs). These can include everything from the "enactive" or "operational" manipulation of the experimental devices and materials to the most abstract level of a mathematical formulation of the phenomenon investigated in a given experiment. An essential prerequisite for effective work with MRs is the ability to achieve coherence between different representations. However, research indicates that the level of representational coherence ability of learners across various age groups is low. In order to improve this, an intervention study about the use of MRs related to physics experiments was carried out (content area geometrical optics). Specific learning tasks (representational activity tasks, RATs) were designed which explicitly require various types of coherent connections, such as comparing, completing, and correcting representations. In a quasiexperimental repeated measurement study (N = 302) using a multilevel analysis for measuring changes, a comparison of a treatment group learning with RATs vs a control group learning with conventional tasks was carried out (with identical content, lesson plans, and duration of the intervention in both groups; moreover, each of the four schools had corresponding classes of both groups. They were taught by the same teacher). Results showed a highly significant and practically relevant effect on students' representational coherence ability (p < 0.001, d = 0.69). The positive effect of RATs could still be found six weeks after the end of the intervention (p < 0.001, d = 0.43). Several covariates (gender, pre-instructional knowledge in physics, mathematics, three facets of intelligence) were analyzed, with no or small influence on these effects. Finally, implications of the study for classroom practice and further research are discussed.
Physical Review Physics Education Research: Volume 15, Issue 1, Pages 010142
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
Education - Basic Research
- Achievement
- Cognition
= Cognition Development
- Communication
= Representations
- Learning Theory
= Representations
- Problem Solving
= Representational Use
- Sample Population
= Age
= Gender
- Student Characteristics
= Skills
General Physics
- Physics Education Research
Optics
- Geometrical Optics
- Middle School
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
- Administrators
- Educators
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.15.010142
Keywords:
bridging representations, concept mapping, distributed cognition, representational coherence ability, schema, spatial visualization, visualization
Record Creator:
Metadata instance created August 23, 2019 by Sam McKagan
Record Updated:
February 28, 2023 by Caroline Hall
Last Update
when Cataloged:
June 26, 2019
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AIP Format
J. Scheid, A. Müller, R. Hettmannsperger, and W. Schnotz, , Phys. Rev. Phys. Educ. Res. 15 (1), 010142 (2019), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.15.010142).
AJP/PRST-PER
J. Scheid, A. Müller, R. Hettmannsperger, and W. Schnotz, Improving learners’ representational coherence ability with experiment-related representational activity tasks, Phys. Rev. Phys. Educ. Res. 15 (1), 010142 (2019), <https://doi.org/10.1103/PhysRevPhysEducRes.15.010142>.
APA Format
Scheid, J., Müller, A., Hettmannsperger, R., & Schnotz, W. (2019, June 26). Improving learners’ representational coherence ability with experiment-related representational activity tasks. Phys. Rev. Phys. Educ. Res., 15(1), 010142. Retrieved April 18, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.15.010142
Chicago Format
Scheid, J, A. Müller, R. Hettmannsperger, and W. Schnotz. "Improving learners’ representational coherence ability with experiment-related representational activity tasks." Phys. Rev. Phys. Educ. Res. 15, no. 1, (June 26, 2019): 010142, https://doi.org/10.1103/PhysRevPhysEducRes.15.010142 (accessed 18 April 2024).
MLA Format
Scheid, Jochen, Andreas Müller, Rosa Hettmannsperger, and Wolfgang Schnotz. "Improving learners’ representational coherence ability with experiment-related representational activity tasks." Phys. Rev. Phys. Educ. Res. 15.1 (2019): 010142. 18 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.15.010142>.
BibTeX Export Format
@article{ Author = "Jochen Scheid and Andreas Müller and Rosa Hettmannsperger and Wolfgang Schnotz", Title = {Improving learners’ representational coherence ability with experiment-related representational activity tasks}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {15}, Number = {1}, Pages = {010142}, Month = {June}, Year = {2019} }
Refer Export Format

%A Jochen Scheid %A Andreas Müller %A Rosa Hettmannsperger %A Wolfgang Schnotz %T Improving learners' representational coherence ability with experiment-related representational activity tasks %J Phys. Rev. Phys. Educ. Res. %V 15 %N 1 %D June 26, 2019 %P 010142 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.010142 %O application/pdf

EndNote Export Format

%0 Journal Article %A Scheid, Jochen %A Müller, Andreas %A Hettmannsperger, Rosa %A Schnotz, Wolfgang %D June 26, 2019 %T Improving learners' representational coherence ability with experiment-related representational activity tasks %J Phys. Rev. Phys. Educ. Res. %V 15 %N 1 %P 010142 %8 June 26, 2019 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.010142


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