Translation among modes of representation improved with low normalized gains and large effect sizes on both topics¶

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 gains for translating among representation modes were 25% (waves and optics) and 21% (electromagnetism), both rated low, with effect sizes d = 0.87 and d = 0.85. → 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 translation among different modes of concept representation, measured with 15 short essay questions (reliability 0.88). Effect sizes were d = 0.87 (waves and optics) and d = 0.85 (electromagnetism), while normalized gains were rated low by Hake's criteria.

"Waves and Optic 40.51 55.38 16.24 17.89 0.87 Electromagnetism 37.85 49.94 15.91 13.06 0.85"

Discussion¶

Related Claims¶

• Experimental class significantly outperformed control class in ability to write physics teaching materials on both topics — related
• Multiple representation ability improved with mixed gains: medium for waves and optics (d = 0.97) and low for electromagnetism (d = 0.80) — related
• Scaffolding between planning and translating stages produced high-effectiveness improvement in pre-service physics teachers' ability to write teaching materials — related
• Ability to translate among representation modes depended on concept understanding rather than physics domain, with the most difficult translation differing by domain — related