Analysis of Multiple Representations Used in Junior High School Physics Electronic Textbooks

• Main Authors: Chih-Wei Chen, 陳志偉
• Other Authors: Meng-Jung Tsai
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/ukt47c

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 103 === This study conducted a content analysis of the static and dynamic representations shown in the e-books provided by textbook publishers for Taiwan junior high school physics curriculum. Based on a framework of static and dynamic representations, the type, quantity and function of each representation were analyzed, and the distribution difference of representation was also analyzed and discussed. A total of 18 physics learning units in the e-books provided by two of the most popular publishers (the same 9 units from each publisher) in Taiwan served as the samples of this study. A framework of five dimensions has been developed and used to conduct the content analysis in this study. The results showed that junior high school physics e-books had an average of 20.9 representations in each page, which indicates that the students received about 20 representations simultaneously when reading the e-books. This may increase the extraneous cognitive load of the students. In addition, the text representation in the electronic textbooks is shown far more than the representations of graphs, animation, videos and other dynamic representations. However, for the graphical representations, in addition to the “exemplary graphics” used for showing examples, the most commonly used representation was the “concrete phenomena image” which aims to connect students’ physical concepts with their own daily live experiences. The third most used image was “situational abstract image,” such as the light spectrum and magnetic field lines, in order to help students develop abstract mental imagery. Suggestions for future studies include to broaden the analyses into the chemical and biological fields, to compare the similarities and differences in the uses of representations in different learning domains, and to explore the impacts of different combinations of representations on learning process and learning outcomes.