Multiple representation ability improved with mixed gains: medium for waves and optics (d = 0.97) and low for electromagnetism (d = 0.80)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Normalized gain for multiple representation was 41% (medium) for waves and optics with d = 0.97, but only 18% (low) for electromagnetism with d = 0.80. → Sinaga 2015

Evidence¶

Sinaga 2015¶

Sinaga, P., Suhandi, A., & Liliasari. (2015). The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials. International Journal of Instruction, 8(1). https://eric.ed.gov/?id=EJ1085295

q2 · i3 · causal · r1

Pre/post-test results on making multiple representations of concept, measured with 6 limited essay items (reliability 0.84). Waves and optics showed a medium normalized gain (41%) with d = 0.97; electromagnetism showed a low gain (18%) with d = 0.80.

"Waves and Optic 48.95 69.76 20.61 22.13 0.97 Electromagnetism 40,0 50.58 14.14 12.48 0.80"

Discussion¶

Related Claims¶

• Experimental class significantly outperformed control class in ability to write physics teaching materials on both topics — related
• Translation among modes of representation improved with low normalized gains and large effect sizes on both topics — related
• Ability to translate among representation modes depended on concept understanding rather than physics domain, with the most difficult translation differing by domain — related
• Scaffolding produced a medium-effect improvement in pre-service teachers' conceptual understanding of electromagnetism and waves and optics — related
• Scaffolding between planning and translating stages produced high-effectiveness improvement in pre-service physics teachers' ability to write teaching materials — related