Transformation of multiple representation in real world physics problem solving

Abstract

Multiple representation (MR) refers to the use of more than one way of representing ideas, concepts, and processes such as pictorial, graphical, numerical, oral and table. Studies in physics education also found that using MR increases achievement of problem solving among students when more emphasis was placed on qualitative representation. However, students often fail to exploit the advantages of MR or are difficult to transform between MR. In this study, the transformation of MR (TMR) carried out by the secondary school students in real-world physics problems was studied. The Think-Aloud Protocol (TAP) and retrospective semi structured interview (ProTRet) were used to provide more information about how the students use TMR in solving real-world problems. The analysis was qualitative in nature, focusing mainly on the process of the TMRs employed as well as the underlying reasons for their applications. The research data was analysed using constant comparative method (CCM) including open coding axial, coding and selected coding that generates a concept. It was found that there were three types of TMR created by the participants at the early stage of problem-solving, which could be used as an evaluation guide for process monitoring.