Multiple Representations: An Approach to Teaching Selected Physics Topics

This study investigated the impact of using multiple representations in teaching selected physics topics, specifically sound and waves, to senior high school students in Ghana. An action-research design was employed with an intact class of 30 form two students purposively sampled. Various representational formats including visual, text, graph, diagrammatic, and mathematical representations were incorporated during lessons. The main data collection instruments were achievement tests and classroom observation over five lessons. Findings revealed that students demonstrated improved skills in diagrammatic, graphical, verbal, and mathematical representations, with a notable enhancement in their cognitive achievement on physics concepts relating to sound and waves. The intervention engaged students actively in classroom discourse, promoting higher motivation, interaction, and participation. Quantitative analysis showed significant gains in students' ability to correctly solve physics problems using multiple representations compared to pre-intervention results. The study concluded that employing multiple representations supports conceptual understanding and problem-solving skills, counteracting the limitations of traditional lecture-based teaching that often leads to rote memorization and low engagement. The use of diverse representations facilitated students' development of science process skills such as graph drawing and diagrammatic reasoning. Recommendations include integrating multiple representations consistently in physics curricula, encouraging collaborative learning, and providing teacher training on implementing these strategies. The findings underscore the pedagogical value of multiple representations and provide a basis for adopting similar approaches to improve science education outcomes in Ghana and beyond.

multiple representations, physics education, cognitive achievement, representational

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