Eurasia Journal of Mathematics, Science and Technology Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

• Ainsworth, S. (1999). The functions of multiple representations. Computers and Education, 33(2-3), 131-152. https://doi.org/10.1016/s0360-1315(99)00029-9
• Ainsworth, S. (2008). The Educational Value of Multiple-representations when Learning Complex Scientific Concepts. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (pp. 191-208). Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5267-5_9
• Bollen, L., Van Kampen, P., Baily, C., Kelly, M., & De Cock, M. (2017). Student difficulties regarding symbolic and graphical representations of vector fields. Physical Review Physics Education Research, 13(2), 020109. https://doi.org/10.1103/PhysRevPhysEducRes.13.020109
• Chen, Z., & Gladding, G. (2014). How to make a good animation: A grounded cognition model of how visual representation design affects the construction of abstract physics knowledge. Physical Review Special Topics - Physics Education Research, 10(1), 010111. https://doi.org/10.1103/PhysRevSTPER.10.010111
• Chiou, G. L., & Anderson, O. R. (2010). A study of undergraduate physics students’ understanding of heat conduction based on mental model theory and an ontology-process analysis. Science Education, 94(5), 825-854. https://doi.org/10.1002/sce.20385
• Cox, A. J., Belloni, M., Dancy, M., & Christian, W. (2003). Teaching thermodynamics with Physlets® in introductory physics. Physics Education, 38(5), 433-440. https://doi.org/10.1088/0031-9120/38/5/309
• Curcio, I. D. D., Dipace, A., & Norlund, A. (2017). Virtual realities and education. Research on Education and Media, 8(2), 60-68. https://doi.org/10.1515/rem-2016-0019
• De Cock, M. (2012). Representation use and strategy choice in physics problem solving. Physical Review Special Topics - Physics Education Research, 8(2), 020117. https://doi.org/10.1103/PhysRevSTPER.8.020117
• Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 20119. https://doi.org/10.1103/PhysRevSTPER.10.020119
• Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: An illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33(3), 657-666. https://doi.org/10.1088/0143-0807/33/3/657
• Gilbert, J. K. (2010). The role of visual representations in the learning and teaching of science: An introduction. Asia-Pacific Forum on Science Learning and Teaching, 11(1), 1-19.
• Gravel, B. E., & Wilkerson, M. H. (2017). Integrating Computational Artifacts into the Multi-representational Toolkit of Physics Education. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education (pp. 47-70). Springer, Cham. https://doi.org/10.1007/978-3-319-58914-5_3
• Haglund, J., & Jeppsson, F. (2012). Using self-generated analogies in teaching of thermodynamics. Journal of Research in Science Teaching, 49(7), 898-921. https://doi.org/10.1002/tea.21025
• Hill, M., & Sharma, M. D. (2015). Students’ representational fluency at university: A cross-sectional measure of how multiple representations are used by physics students Using the representational fluency survey. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1633-1655. https://doi.org/10.12973/eurasia.2015.1427a
• Hill, M., Sharma, M. D., & Johnston, H. (2015). How online learning modules can improve the representational fluency and conceptual understanding of university physics students. European Journal of Physics, 36(4), 045019. https://doi.org/10.1088/0143-0807/36/4/045019
• Ibrahim, B., & Rebello, N. S. (2013). Role of mental representations in problem solving: Students’ approaches to nondirected tasks. Physical Review Special Topics - Physics Education Research, 9(2), 1-17. https://doi.org/10.1103/PhysRevSTPER.9.020106
• Kaufmann, H., & Meyer, B. (2009). Physics Education in Virtual Reality: An Example. In Themes in Science and Technology Education, 2(1-2), 117-130.
• Klein, P., Viiri, J., Mozaffari, S., Dengel, A., & Kuhn, J. (2018). Instruction-based clinical eye-tracking study on the visual interpretation of divergence: How do students look at vector field plots? Physical Review Physics Education Research, 14(1), 10116. https://doi.org/10.1103/PhysRevPhysEducRes.14.010116
• Kohl, P. B., & Finkelstein, N. (2017). Understanding and Promoting Effective Use of Representations in Physics Learning - Multiple Representations in Physics Education. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education (pp. 231-254). Springer, Cham. https://doi.org/10.1007/978-3-319-58914-5_11
• Kohl, P. B., & Finkelstein, N. D. (2005). Student representational competence and self-assessment when solving physics problems. Physical Review Special Topics - Physics Education Research, 1(1), 010104. https://doi.org/10.1103/PhysRevSTPER.1.010104
• Kohl, P. B., & Finkelstein, N. D. (2006). Effects of representation on students solving physics problems: A fine-grained characterization. Physical Review Special Topics - Physics Education Research, 2(1), 010106. https://doi.org/10.1103/PhysRevSTPER.2.010106
• Kohnle, A., & Passante, G. (2017). Characterizing representational learning: A combined simulation and tutorial on perturbation theory. Physical Review Physics Education Research, 13(2), 020131. https://doi.org/10.1103/PhysRevPhysEducRes.13.020131
• Korff, V. J., & Rebello, N. S. (2012). Teaching integration with layers and representations: A case study. Physical Review Special Topics - Physics Education Research, 8(1), 010125. https://doi.org/10.1103/PhysRevSTPER.8.010125
• Koutromanos, G., Sofos, A., & Avraamidou, L. (2015). The use of augmented reality games in education: a review of the literature. Educational Media International, 52(4), 253-271. https://doi.org/10.1080/09523987.2015.1125988
• Kuo, E., Hull, M. M., Gupta, A., & Elby, A. (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems. Science Education, 97(1), 32-57. https://doi.org/10.1002/sce.21043
• Lehrer, R., & Schauble, L. (2000). Developing Model-Based Reasoning in Mathematics and Science. Journal of Applied Developmental Psychology, 21(1), 39-48. https://doi.org/10.1016/S0193-3973(99)00049-0
• Lin, J.-W., & Chiu, M.-H. (2017). Evaluating Multiple Analogical Representations from Students’ Perceptions. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education (pp. 71-91). Springer, Cham. https://doi.org/10.1007/978-3-319-58914-5_4
• Magana, A. J., Serrano, M. I., & Rebello, N. S. (2019). A sequenced multimodal learning approach to support students’ development of conceptual learning. Journal of Computer Assisted Learning, 35(4). https://doi.org/10.1111/jcal.12356
• Maries, A., Lin, S. Y., & Singh, C. (2017). Challenges in designing appropriate scaffolding to improve students’ representational consistency: The case of a Gauss’s law problem. Physical Review Physics Education Research, 13(2), 020103. https://doi.org/10.1103/PhysRevPhysEducRes.13.020103
• Maries, A., & Singh, C. (2018). Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students’ problem solving performance? Physical Review Physics Education Research, 14(1), 10114. https://doi.org/10.1103/PhysRevPhysEducRes.14.010114
• Mathewson, J. H. (1999). Visual‐spatial thinking: An aspect of science overlooked by educators. Science Education, 83(1), 33-54. https://doi.org/10.1002/(SICI)1098-237X(199901)83:1<33::AID-SCE2>3.0.CO;2-Z
• McPadden, D., & Brewe, E. (2017). Impact of the second semester University Modeling Instruction course on students’ representation choices. Physical Review Physics Education Research, 13(2), 020129. https://doi.org/10.1103/PhysRevPhysEducRes.13.020129
• Meltzer, D. E. (2005). Relation between students’ problem-solving performance and representational format. American Journal of Physics, 73(5), 463-478. https://doi.org/10.1119/1.1862636
• Opfermann, M., Schmeck, A., & Fischer, H. E. (2017). Multiple Representations in Physics and Science Education - Why Should We Use Them? In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education (pp. 1-22). Springer, Cham. https://doi.org/10.1007/978-3-319-58914-5_1
• Podolefsky, N. S., & Finkelstein, N. D. (2006). Use of analogy in learning physics: The role of representations. Physical Review Special Topics - Physics Education Research, 2(2), 020101. https://doi.org/10.1103/PhysRevSTPER.2.020101
• Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2009). Do students use and understand free-body diagrams? Physical Review Special Topics - Physics Education Research, 5(1), 010108. https://doi.org/10.1103/PhysRevSTPER.5.010108
• Susac, A., Bubic, A., Kazotti, E., Planinic, M., & Palmovic, M. (2018). Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students. Physical Review Physics Education Research, 14(2), 020109. https://doi.org/10.1103/PhysRevPhysEducRes.14.020109
• Susac, A., Bubic, A., Martinjak, P., Planinic, M., & Palmovic, M. (2017). Graphical representations of data improve student understanding of measurement and uncertainty: An eye-tracking study. Physical Review Physics Education Research, 13(2), 020125. https://doi.org/10.1103/PhysRevPhysEducRes.13.020125
• Susac, A., Bubic, A., Planinic, M., Movre, M., & Palmovic, M. (2019). Role of diagrams in problem solving: An evaluation of eye-tracking parameters as a measure of visual attention. Physical Review Physics Education Research, 15(1), 13101. https://doi.org/10.1103/PhysRevPhysEducRes.15.013101
• Sutopo, & Waldrip, B. (2014). Impact of A Representational Approach on Students’ Reasoning and Ceonceptual Understanding in Learning Mechanics. International Journal of Science and Mathematics Education, 12(4), 741-765. https://doi.org/10.1007/s10763-013-9431-y
• Treagust, D., Won, M., & McLure, F. (2018). Multiple representations and students’ conceptual change in science. In T. G. Amin & O. Levrini (Eds.), Converging Perspectives on Conceptual Change (p. 121-128). Routledge, London. https://doi.org/10.4324/9781315467139
• Tytler, R., Prain, V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37(3), 313-331. https://doi.org/10.1007/s11165-006-9028-3
• Van Heuvelen, A., & Zou, X. (2001). Multiple representations of work-energy processes. American Journal of Physics, 69(2), 184-194. https://doi.org/10.1119/1.1286662
• Wong, C. L., & Chu, H.-E. (2017). The Conceptual Elements of Multiple Representations: A Study of Textbooks’ Representations of Electric Current. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education (pp. 183-206). Springer, Cham. https://doi.org/10.1007/978-3-319-58914-5_9
• Zacharia, Z. C., & De Jong, T. (2014). The Effects on Students’ Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives Within a Physical Manipulatives-Oriented Curriculum. Cognition and Instruction, 32(2), 101-158. https://doi.org/10.1080/07370008.2014.887083
• Zhang, J. (1997). The Nature Problem of External in Solving Representations. Cognitive Science, 21(2), 179-217. https://doi.org/10.1016/S0364-0213(99)80022-6

APA

Munfaridah, N., Avraamidou, L., & Goedhart, M. (2021). The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1934. https://doi.org/10.29333/ejmste/9577

Vancouver

Munfaridah N, Avraamidou L, Goedhart M. The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?. EURASIA J Math Sci Tech Ed. 2021;17(1):em1934. https://doi.org/10.29333/ejmste/9577

AMA

Munfaridah N, Avraamidou L, Goedhart M. The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?. EURASIA J Math Sci Tech Ed. 2021;17(1), em1934. https://doi.org/10.29333/ejmste/9577

Chicago

Munfaridah, Nuril, Lucy Avraamidou, and Martin Goedhart. "The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 1 (2021): em1934. https://doi.org/10.29333/ejmste/9577

Harvard

Munfaridah, N., Avraamidou, L., and Goedhart, M. (2021). The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1934. https://doi.org/10.29333/ejmste/9577

MLA

Munfaridah, Nuril et al. "The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 1, 2021, em1934. https://doi.org/10.29333/ejmste/9577