Linked e-resources
Details
Table of Contents
Foreword; Progress on Multiple Representations; Reference; Contents; Contributors; Chapter 1: Multiple Representations in Physics and Science Education - Why Should We Use Them?; 1.1 Introduction; 1.2 What Are Multiple Representations?; 1.3 Theories on Learning with Multiple Representations; 1.3.1 The Cognitive Theory of Multimedia Learning (CTML); 1.3.2 The Integrated Model of Text and Picture Comprehension (ITPC); 1.3.3 The DeFT (Design, Functions, Tasks) Framework for Learning with Multiple External Representations; 1.3.4 Types of External Representations and Their Benefits for Learning
1.3.5 Characteristics of Text That Are Beneficial for Learning1.3.6 Characteristics of Pictorial Representations That Are Beneficial for Learning; 1.4 The Role of Individual Learner Characteristics for Learning with Multiple Representations; 1.5 The Theory of Choreographies of Teaching; 1.6 Summary; References; Part I: Multiple Representations: Focus On Models and Analogies; Chapter 2: Teaching and Learning Representations in Upper Secondary Physics; 2.1 Introduction; 2.2 Theoretical Rationale; 2.3 PHYS 21 Teaching Material; 2.4 Methodology; 2.5 Results; 2.5.1 Student Questionnaire Data
2.5.2 Classroom Observations2.5.3 Teacher Interviews; 2.5.4 Students' Achievement Test; 2.6 Discussion; Appendix; Achievement Test to Measure Understanding of and Transitions Between Representations; Student Questionnaire; References; Chapter 3: Integrating Computational Artifacts into the Multi-representational Toolkit of Physics Education; 3.1 Background; 3.1.1 Computational Representations in Scientific Practice; 3.1.2 Computational Representations in Science Education; 3.1.3 Computational Representations as Distributed; 3.2 Research Design; 3.2.1 Study Context
3.2.2 Professional Scientists: The LCD Research Group3.2.3 5th Grade Science Class: The Evaporation and Condensation Lesson; 3.2.4 Analysis; 3.3 Case 1: Modeling Liquid Crystal Displays; 3.3.1 Episode 1 - "It's Just Gonna Lie Down?"; 3.3.2 Episode 2 - "There's Kind of a Funny Bump"; 3.4 Case 2: Modeling Condensation and Cloud Formation; 3.4.1 Episode 1: "What Do We Think About This Representation?"; 3.4.2 Episode 2 - "Maybe You Could Have a Color Option"; 3.5 Discussion; 3.5.1 From Making Sense to Making Use of Computational Artifacts as Representations
3.5.2 Understanding the Representational Toolkit of Physics and Physics Education3.6 Conclusion; References; Chapter 4: Evaluating Multiple Analogical Representations from Students' Perceptions; 4.1 Introduction; 4.2 Theoretical Background; 4.3 Developing Design Principles for Multiple Analogies; 4.3.1 Enlightenments from Research Approaches to Analogies; 4.3.2 Enlightenments from Research Approaches to Multiple Representations; 4.3.3 Evaluation Principles for Designing Multiple Analogies; 4.4 Frequently Used Analogies in Electricity; 4.5 Method; 4.5.1 Participants
1.3.5 Characteristics of Text That Are Beneficial for Learning1.3.6 Characteristics of Pictorial Representations That Are Beneficial for Learning; 1.4 The Role of Individual Learner Characteristics for Learning with Multiple Representations; 1.5 The Theory of Choreographies of Teaching; 1.6 Summary; References; Part I: Multiple Representations: Focus On Models and Analogies; Chapter 2: Teaching and Learning Representations in Upper Secondary Physics; 2.1 Introduction; 2.2 Theoretical Rationale; 2.3 PHYS 21 Teaching Material; 2.4 Methodology; 2.5 Results; 2.5.1 Student Questionnaire Data
2.5.2 Classroom Observations2.5.3 Teacher Interviews; 2.5.4 Students' Achievement Test; 2.6 Discussion; Appendix; Achievement Test to Measure Understanding of and Transitions Between Representations; Student Questionnaire; References; Chapter 3: Integrating Computational Artifacts into the Multi-representational Toolkit of Physics Education; 3.1 Background; 3.1.1 Computational Representations in Scientific Practice; 3.1.2 Computational Representations in Science Education; 3.1.3 Computational Representations as Distributed; 3.2 Research Design; 3.2.1 Study Context
3.2.2 Professional Scientists: The LCD Research Group3.2.3 5th Grade Science Class: The Evaporation and Condensation Lesson; 3.2.4 Analysis; 3.3 Case 1: Modeling Liquid Crystal Displays; 3.3.1 Episode 1 - "It's Just Gonna Lie Down?"; 3.3.2 Episode 2 - "There's Kind of a Funny Bump"; 3.4 Case 2: Modeling Condensation and Cloud Formation; 3.4.1 Episode 1: "What Do We Think About This Representation?"; 3.4.2 Episode 2 - "Maybe You Could Have a Color Option"; 3.5 Discussion; 3.5.1 From Making Sense to Making Use of Computational Artifacts as Representations
3.5.2 Understanding the Representational Toolkit of Physics and Physics Education3.6 Conclusion; References; Chapter 4: Evaluating Multiple Analogical Representations from Students' Perceptions; 4.1 Introduction; 4.2 Theoretical Background; 4.3 Developing Design Principles for Multiple Analogies; 4.3.1 Enlightenments from Research Approaches to Analogies; 4.3.2 Enlightenments from Research Approaches to Multiple Representations; 4.3.3 Evaluation Principles for Designing Multiple Analogies; 4.4 Frequently Used Analogies in Electricity; 4.5 Method; 4.5.1 Participants