© 2017

Multiple Representations in Physics Education

  • David F. Treagust
  • Reinders Duit
  • Hans E. Fischer

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

Table of contents

  1. Front Matter
    Pages i-xi
  2. Maria Opfermann, Annett Schmeck, Hans E. Fischer
    Pages 1-22
  3. Multiple Representations: Focus On Models and Analogies

    1. Front Matter
      Pages 23-24
    2. Per Morten Kind, Carl Angell, Øystein Guttersrud
      Pages 25-45
  4. Multiple Representations Focus On Different Approaches and Conditions

    1. Front Matter
      Pages 93-94
    2. John Airey, Cedric Linder
      Pages 95-122
    3. Yen-Ruey Kuo, Mihye Won, Marjan Zadnik, Salim Siddiqui, David F. Treagust
      Pages 123-138
    4. Pasi Nieminen, Antti Savinainen, Jouni Viiri
      Pages 163-182
  5. Multiple Representations: Focus On Reasoning and Representational Competence

  6. Back Matter
    Pages 311-322

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.


Analogies in physics Cognitive load Conceptual change Higher order thinking skills Learning physics Models in physics Multi-modal learning Multi-modal teaching Multiple visualizations Physics concepts Physics curriculum Physics phenomena Reasoning skills Representational competence Scaffolding Secondary physics curriculum Student assessment Student's explanation Teaching physics University physics curriculum

Editors and affiliations

  • David F. Treagust
    • 1
  • Reinders Duit
    • 2
  • Hans E. Fischer
    • 3
  1. 1.Curtin UniversityPerthAustralia
  2. 2.Christian-Albrechts-Universität zu KielKielGermany
  3. 3.Universität Duisburg-EssenEssenGermany

Bibliographic information