26th Australian Institute of Physics Congress and the Australian and New Zealand Conference on Optics and Photonics

Learning Physics with Multiple External Representations: A Synthesis of Three Classroom Studies

Not scheduled

20m

Belinda Hutchinson Building (The University of Sydney )

Contributed Oral AIP | Physics Education (PEG)

Description

Multiple external representations (MERs) are widely used for concept learning in physics education. The concreteness fading (CF) framework posits that instruction should start with more concrete representations and proceed stepwise to more idealised ones. While supported in mathematics, evidence in physics remains mixed.
Across three experimental classroom studies in advanced upper secondary schools, we tested four theoretical hypotheses regarding CF, investigating the effectiveness of learning with MERs by varying sequencing, step-length, and representation type within two physics domains. Study 1 (N = 70) compared a 3-step CF sequence against concreteness introduction (CI) in the abstract domain of electromagnetism (Faraday’s law). In the same context, Study 2 (N = 187) compared CF against a simultaneous presentation (SIM) approach. Study 3 (N = 155) shifted to kinematics—a domain more grounded in daily experience—to compare a 3-step against a 2-step sequence (omitting the concrete phase), and varied the concrete phase by comparing physical manipulatives against digital simulations.
In Studies 1 and 2, CF demonstrated no superiority in conceptual understanding; alternative sequences (CI and SIM) were equivalently effective, though slight differences were found regarding students' spontaneous use of representations in open self-explanation questions. Students in CF favoured idealised representations while in SIM use was more balanced. In study 3, no main effects were found between the 3-step manipulative, 3-step non-manipulative, and 2-step conditions. However, a significant interaction effect (p = 0.035) revealed that the manipulative condition weakened the impact of pre-test scores on post-test outcomes, benefiting learners with low prior knowledge.
Our findings challenge the universal superiority of CF in physics instruction. Instead, effectiveness might depend on the domain and learner prerequisites. For highly idealized concepts like induction, varied sequences work equally well. However, for more grounded concepts like velocity, physical manipulatives might offer a critical scaffolding advantage specifically for low-prior-knowledge students.