Students’ perception of representations: a study using repertory grid technique

Representations are pervasive pedagogical instruments in science classrooms, as evidenced by their use for example in the teaching of physics. To enhance comprehension of representations, a comparative analysis of students’ perceptions of different representations might be helpful. The repertory grid technique is an effective method for this purpose and was therefore adapted for the use in science education. The objective of this study is to identify specific characteristics of different representations including diagrams, formulas, tables, pictures, and circuit diagrams as perceived by students. The results indicate a dichotomy in perception: Most students tend to focus on superficial aspects of the representations, while only few students perceive the deep structure, i.e., the underlying physical knowledge. Furthermore, a comparative analysis of the different representations reveals a predominant tendency among students to categorize representations into two broad categories: graphical and mathematical. These results provide suggestions for educational practice. For instance, when introducing representations, it is imperative to explicitly link superficial aspects to physical concepts to achieve a comprehensive understanding of the various forms of representation.