Exploring students’ translation performance and use of intermediary representations among multiple representations: Example from torque and rotation

Chang, Jih Yuan; Cheng, Meng-Fei; Lin, Shih‐Yin; Lin, Jang Long

doi:10.1016/j.tate.2020.103209

Cited by 3 publications

(2 citation statements)

References 37 publications

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“…Multiple representations can use text, pictures, force diagrams, tables, and mathematical symbols or equations. Types of multiple representations in physics learning include graphs, tables, and other sorts of complex representations (Chang et al, 2021;Conceição et al, 2021). Multiple representations can use macroscopic representation, sub microscopic representation, and symbolic representation.…”

Section: Introductionmentioning

confidence: 99%

Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning

Napis,

Yufiarti,

R.A. Murti Kusuma Wirasti

2023

J. Educ. Technol.

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Students' difficulties in solving physics problems were identified from various factors, including students' poor understanding of how to apply the steps of a physics problem solving strategy. Therefore, it is necessary to innovate strategies which both simple and easy to use by students in the process of solving physics problems by conducting literature reviews. The study aimed at analyzing multiple representation-based vifoca problem solving strategies in physics learning. This research used mixed methods, literature study with meta-analysis using 22 research subjects from national journals, Sinta-accredited national journals, AIP Conference, and articles from Scopus-indexed international journals in the 2018-2022 range. The survey of 82 respondents including lecturers and students, were used to determine the responses to the application of physics problem solving strategies. The literature study shows the formulation of a physics problem solving strategy that is named VIFOCA, which consists of three work steps, namely: (1) visualization, (2) formulation, and (3) calculation. Positive responses based on survey results showed that the VIFOCA strategy can be used to solve physics problems, the work steps are systematic, easy to apply, and more practical. VIFOCA strategy follow-up studies can be carried out in a comprehensive manner that is empirically applied in physics learning to determine the effectiveness of the VIFOCA strategy in solving physics problems.

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Section: Introductionmentioning

confidence: 99%

Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning

Napis,

Yufiarti,

R.A. Murti Kusuma Wirasti

2023

J. Educ. Technol.

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“…One could hypothesize that unpacking tasks may be often more cognitively demanding than the packing of a representation. However, existing research suggests that the latter types of tasks can also be challenging, as they demand knowledge about conventions and rules for what information is preserved and how. ,,− For example, to translate the ball-and-stick model of water in Figure into the symbolic representation H 2 O, one needs to know the color-coding system used to represent different kinds of atoms as well as the conventions for writing chemical formulas. Educational research indicates that students do not necessarily translate more easily from iconic representations identified as submicroscopic or particulate to symbolic ones (which often require packing information) than from symbolic to particulate (which often require unpacking) .…”

Section: Introductionmentioning

confidence: 99%

The Complexity of Reasoning about and with Chemical Representations

Talanquer

2022

JACS Au

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External visual representations of chemical entities and processes (chemical representations) play a critical role in chemical thinking and practice. They support reasoning by serving as bridges between the macroscopic world and the chemical models that help us make sense of the properties and behaviors of substances in our surroundings. Consequently, many chemistry education research studies have been carried out to explore and foster students' representational competency in our discipline. Nevertheless, in this Perspective I argue that investigations in this area would benefit from a more in-depth analysis of how the distinctive characteristics of chemical representations affect student reasoning. I identify four dimensions of variation in these representations (iconicity, quantitativeness, granularity, dimensionality) that affect students' ability to interpret, connect, generate, and use chemical representations. I discuss how these features influence the unpacking or packing of information during different types of tasks, affecting sense-making and perceptual competency. Implications for chemistry education research and practice are considered.

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Facilitating educationally disadvantaged students' learning of torque using a design-based activity

Ladachart

Khamlarsai

Phothong

2022

LUMAT

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Attention is increasingly being paid to integrated science, technology, engineering, and mathematics (STEM) education as a way to increase the workforce for STEM-related careers as well as to promote STEM literacy among citizens. This means that all students, including those who are educationally disadvantaged, are expected to not only acquire STEM knowledge but also to apply it to relevant situations in the future. Among the various approaches to STEM education, the design-based approach is promising. Although a significant amount of research has investigated students’ STEM learning as a result of the design-based approach, little research has addressed the transfer of such learning, especially in the case of socioeconomically disadvantaged students. This mixed-methods research with an embedded design examines whether 18 ninth-grade students, who are from low-income families and attend an underfunded school, developed an understanding of torque and examines their ability to apply such understanding to new situations. Data were collected using a multiple-choice test comprising both conceptual and application questions (i.e., quantitative data) with prompts for students to write the reasons for their answers (i.e., qualitative data). Based on Wilcoxon signed-rank tests, a non-parametric statistical method, the quantitative results indicate that the students’ scientific understanding significantly improved, but they struggled to apply that understanding to new situations. These quantitative results are augmented by an information-rich student and discussed based on a theory of learning transfer. Recommendations are proposed for improving the design-based activity to ensure STEM education is inclusive.

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Exploring students’ translation performance and use of intermediary representations among multiple representations: Example from torque and rotation

Cited by 3 publications

References 37 publications

Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning

Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning

The Complexity of Reasoning about and with Chemical Representations

Facilitating educationally disadvantaged students' learning of torque using a design-based activity

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