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It is generally believed that students should use multiple representations in solving certain physics problems, and earlier work in PER has begun to outline how experts and novices differ in their use of multiple representations. In this study, we build on this foundation by interviewing expert and novice physicists as they solve two types of multiple representation problems: those in which multiple representations are provided for them and those in which the students must construct their own representations. We analyze in detail the types of representations subjects use and the order and manner in which they are used. Expert and novice representation use is surprisingly similar in some ways, especially in that both experts and novices make significant use of multiple representations. Some significant differences also emerge. Experts are more flexible in terms of starting point and move between the available representations more quickly, and novices tend to move between more representations in total. In addition, we find that an examination of how often and when multiple representations are used is inadequate to fully characterize a problem-solving episode; one must also consider the purpose behind the use of the available representations. This analysis of how experts and novices use representations sharpens the differences between the two groups, demonstrates analysis techniques that may be useful in future work, and suggests possible paths for instruction.
Physical Review Special Topics - Physics Education Research: Volume 4, Issue 1, Pages 010111
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=7540">Kohl, Patrick B., and Noah Finkelstein. "Patterns of multiple representation use by experts and novices during physics problem solving." Phys. Rev. ST Phys. Educ. Res. 4, no. 1, (June 9, 2008): 010111.</a>
![]() P. Kohl and N. Finkelstein, , Phys. Rev. ST Phys. Educ. Res. 4 (1), 010111 (2008), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.4.010111).
![]() P. Kohl and N. Finkelstein, Patterns of multiple representation use by experts and novices during physics problem solving, Phys. Rev. ST Phys. Educ. Res. 4 (1), 010111 (2008), <https://doi.org/10.1103/PhysRevSTPER.4.010111>.
![]() Kohl, P., & Finkelstein, N. (2008, June 9). Patterns of multiple representation use by experts and novices during physics problem solving. Phys. Rev. ST Phys. Educ. Res., 4(1), 010111. Retrieved February 16, 2025, from https://doi.org/10.1103/PhysRevSTPER.4.010111
![]() Kohl, Patrick B., and Noah Finkelstein. "Patterns of multiple representation use by experts and novices during physics problem solving." Phys. Rev. ST Phys. Educ. Res. 4, no. 1, (June 9, 2008): 010111, https://doi.org/10.1103/PhysRevSTPER.4.010111 (accessed 16 February 2025).
![]() Kohl, Patrick B., and Noah Finkelstein. "Patterns of multiple representation use by experts and novices during physics problem solving." Phys. Rev. ST Phys. Educ. Res. 4.1 (2008): 010111. 16 Feb. 2025 <https://doi.org/10.1103/PhysRevSTPER.4.010111>.
![]() @article{
Author = "Patrick B. Kohl and Noah Finkelstein",
Title = {Patterns of multiple representation use by experts and novices during physics problem solving},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {4},
Number = {1},
Pages = {010111},
Month = {June},
Year = {2008}
}
![]() %A Patrick B. Kohl %A Noah Finkelstein %T Patterns of multiple representation use by experts and novices during physics problem solving %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 1 %D June 9, 2008 %P 010111 %U https://doi.org/10.1103/PhysRevSTPER.4.010111 %O application/pdf ![]() %0 Journal Article %A Kohl, Patrick B. %A Finkelstein, Noah %D June 9, 2008 %T Patterns of multiple representation use by experts and novices during physics problem solving %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 1 %P 010111 %8 June 9, 2008 %@ 1554-9178 %U https://doi.org/10.1103/PhysRevSTPER.4.010111 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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