Influences of Multiple Representation in Physics Learning to Students in Understanding Physics Material and Scientific Consistency
Influences of Multiple Representation in Physics Learning to Students in Understanding Physics Material and Scientific Consistency
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物理学习中多重表征对学生理解物理材料和科学一致性的影响
DOI：
10.2991/icieve-15.2016.51
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
A. Setiawan
中科院分区：
文献类型：
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作者：
Sidik Nulhaq;A. Setiawan
本研究的目的是获得一个概述的能力，以增加理解和科学的一致性之间的比例，学生谁得到物理学习使用多种表征和学生谁得到物理学习不使用多种表征。采用多种表征的物理学习要求学生用多种表征来解释一个概念，从而提高学生对物理材料的理解能力和科学一致性。本研究采用准实验的方法，采用非等效的前测和后测控制组设计。根据安德森的理解能力和科学一致性测试方面的测试工具改编自R-FCI表格。本研究的研究对象是高中X年级的学生，共82名学生，分为两个班。研究结果表明，使用多重表征的物理学习能更好地提高学生的理解能力，其归一化增益（）的平均得分为0.79（高标准），而不使用多重表征的物理学习的平均得分为0.60（中等标准）。在科学一致性和表征方面，使用多重表征的学生在科学一致性和表征一致性（高标准）上的一致性数量（）分别比不使用多重表征的学生增加了74.8%和72.3%，分别比不使用多重表征的学生增加了55.3%和53.92%。研究结果表明，与不使用多重表征的物理学习相比，使用多重表征的物理学习更能显著提高学生对物理材料的理解能力和科学一致性
This research was to obtain an overview the ratio of ability to increase understanding and scientific consistency between students who get Physics learning using multiple representations and students who get Physics learning without using multiple representations. Physics learning using multiple representations require students to interpret a concept in some representations so that can improve the ability of students in understanding of Physics material and scientific consistency. This research is using a quasi-experimental method with Nonequivalent Pre-Test and Post-Test Control-Group Design. The test instruments based on aspects of understanding ability according to Anderson and scientific consistency tests were adapted from the form R-FCI. Subjects of this research were students of senior high school grade X in senior high school consisting of two classes with total of 82 students. The research results showed Physics learning using multiple can more improve ability in understanding with mean score of normalized gain ( ) by 0.79 (high criteria) than Physics learning without using multiple representation with mean score of by 0.60 (medium criteria). Moreover, scientific consistency and representation showed students who get Physics learning using multiple representation increased in consistency quantity ( ) by 74.8% for scientific consistency and 72.3% for representational consistency (high criteria) higher than students who get Physics learning without using multiple representations with by 55.3 % for scientific consistency and 53.92% for representational consistency. It can be concluded that Physics learning using multiple representation can more improve the ability of students in understanding of Physics material and scientific consistency significantly than Physics learning without using multiple