Perceiving the usage of external representations in physics
Wiebke Leisen 1 , Maria Opfermann 2 , Hendrik Härtig 3 *
More Detail
1 Independent Researcher, Essen, GERMANY2 Institute for Educational Research in the School of Education, University of Wuppertal, Wuppertal, GERMANY3 Didactics of Physics, University of Duisburg-Essen, Essen, GERMANY* Corresponding Author


Prior research shows the importance of external representations in learning physics at school. This research often focuses on the teaching of as well as learning with different forms of representations, such as graphs and tables, and their impact on understanding professional content. Teachers’ and students’ perception and the matching of both have not been in the focus of previous research. One open question in this regard is, how teachers estimate the adequacy of how they use external representations to teach physics compared to how students perceive it. To investigate this question, we conducted a survey of teachers as well as students of 6th, 8th, and 10th grade in German schools. The development and validation of the questionnaire is part of the research method. The results show differences between how teachers estimate the frequency and adequacy of the representations they use and how adequate students perceive this to be. As a practical consequence, these insights could be used for teachers to reflect upon the materials they use to teach physics.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 8, Article No: em2311

Publication date: 01 Aug 2023

Online publication date: 21 Jun 2023

Article Views: 560

Article Downloads: 361

Open Access References How to cite this article