Multiple Representations in Physics and Science Education – Why Should We Use Them?

This chapter provides an overview of different models and theories on learning with multiple representations and outlines their importance for physics education. We distinguish between internal and external multiple representations. The latter refer to any combination of visible representations such as pictures, text, graphs, and tables. Physics can be seen as a visual subject and such external representations have an unquestionable relevance in physics education and are described in theories such as the Cognitive Theory of Multimedia Learning, the Integrated Model of Text and Picture Comprehension, and the DeFT framework for learning with multiple representations. Each theory is discussed in this chapter. The benefits of instructional design for learning, that is, the nature of such representations and how they are combined with each other are moderated by individual learner characteristics, some of which are described in the next part of the chapter. The final emphasis on internal representations refers to the way in which external representations are translated into internal mental models: an example used is the Theory of Choreographies of Teaching which closes the chapter.