Developing conceptual understanding in ray optics via learning with multiple representations |
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| Authors: | Rosa Hettmannsperger Andreas Mueller Jochen Scheid Wolfgang Schnotz |
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| Institution: | 1.Institut Universitaire de Formation des Enseignants (IUFE),Université de Genève,Genève,Switzerland;2.Faculté des Sciences/Section Physique,Université de GenèveBoulevard du Pont d’Arve 40,Genève,Switzerland;3.Institut für naturwissenschaftliche Bildung (InB),Universit?t Koblenz-Landau,Landau,Germany;4.Faculty of Psychology,University of Koblenz-Landau,Landau,Germany |
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| Abstract: | A particular difficulty in physics learning is the fact that pupils’ “intuitive” concepts are often resistant to instruction. This article reports empirical results from two related studies within an interdisciplinary project of physics education and educational psychology in ray optics. Two different kinds of treatment groups (TG A and TG B), both targeted at widespread pupils’ intuitive concepts (N?=?511), were compared with the results of a control group (CG C) learning with conventional tasks (N?=?218) provided by a related study II. Pupils in TG A) of study I worked on cognitively activating tasks related to widespread intuitive concepts in ray optics explicitly requiring them to deal with multiple representations. Pupils in the TG B) of study I worked on the same intuitive concepts, but without the cognitively activating representational component. TG A) and B) were compared with each other and with CG C) learning with conventional tasks. The results indicated that tasks addressing widespread intuitive pupils’ concepts improved conceptual understanding significantly more than conventional tasks. There was evidence of a significant intermediate effect showing medium-term stability. |
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