Improving learners’ representational coherence ability with experiment-related representational activity tasks

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 m...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Jochen Scheid, Andreas Müller, Rosa Hettmannsperger, Wolfgang Schnotz
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2019
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/e2a57f0cd907435cacc72d89bb0d61d2
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:e2a57f0cd907435cacc72d89bb0d61d2
record_format	dspace
spelling	oai:doaj.org-article:e2a57f0cd907435cacc72d89bb0d61d22021-12-02T10:43:49ZImproving learners’ representational coherence ability with experiment-related representational activity tasks10.1103/PhysRevPhysEducRes.15.0101422469-9896https://doaj.org/article/e2a57f0cd907435cacc72d89bb0d61d22019-06-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.15.010142http://doi.org/10.1103/PhysRevPhysEducRes.15.010142https://doaj.org/toc/2469-9896Proper 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 state of affairs, 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, some limitations and implications of the study for classroom practice and further research are discussed.Jochen ScheidAndreas MüllerRosa HettmannspergerWolfgang SchnotzAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 15, Iss 1, p 010142 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Jochen Scheid Andreas Müller Rosa Hettmannsperger Wolfgang Schnotz Improving learners’ representational coherence ability with experiment-related representational activity tasks
description	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 state of affairs, 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, some limitations and implications of the study for classroom practice and further research are discussed.
format	article
author	Jochen Scheid Andreas Müller Rosa Hettmannsperger Wolfgang Schnotz
author_facet	Jochen Scheid Andreas Müller Rosa Hettmannsperger Wolfgang Schnotz
author_sort	Jochen Scheid
title	Improving learners’ representational coherence ability with experiment-related representational activity tasks
title_short	Improving learners’ representational coherence ability with experiment-related representational activity tasks
title_full	Improving learners’ representational coherence ability with experiment-related representational activity tasks
title_fullStr	Improving learners’ representational coherence ability with experiment-related representational activity tasks
title_full_unstemmed	Improving learners’ representational coherence ability with experiment-related representational activity tasks
title_sort	improving learners’ representational coherence ability with experiment-related representational activity tasks
publisher	American Physical Society
publishDate	2019
url	https://doaj.org/article/e2a57f0cd907435cacc72d89bb0d61d2
work_keys_str_mv	AT jochenscheid improvinglearnersrepresentationalcoherenceabilitywithexperimentrelatedrepresentationalactivitytasks AT andreasmuller improvinglearnersrepresentationalcoherenceabilitywithexperimentrelatedrepresentationalactivitytasks AT rosahettmannsperger improvinglearnersrepresentationalcoherenceabilitywithexperimentrelatedrepresentationalactivitytasks AT wolfgangschnotz improvinglearnersrepresentationalcoherenceabilitywithexperimentrelatedrepresentationalactivitytasks
_version_	1718396858145964032

Improving learners’ representational coherence ability with experiment-related representational activity tasks

Ejemplares similares