Abstract:

Many researches had studied the role of external representations to improve teaching and learning (Janvier, 1987; Kaput, 1992; Duval, 2002; Cheng, 2002; Gagatsis and Siakalli, 2004, Anastasiadou et al., 2007) and they had paid addition in relation to the role of using different modes of representations, or different registers of representations.

Furthermore, researchers consider necessary to acknowledge the way students use and handle multiple representations (Duval, 1987; Janvier, 1987; Kaput, 1992). Consequently, educators’ awareness of statistical representations is even more crucial. Therefore, the present study explores Greek pre-service teachers’ attitudes towards multiple representations in Physic Concepts.

The objective of the present study is to explore Greek pre-service teachers’ attitudes towards modes of representations and their translations, with the aim of developing educators’ understanding of physics and their confidence in their subject awareness and their teaching methodologies. In addition, the study seeks to reveal Greek pre-service teachers’ attitudes towards multiple representations of Physic Concepts, to find out their favorite modes and their level of confidence in handling them.

The aim of this study was to measure Greek pre-service teachers’ perceptions, emotions and attitudes toward representations of physic concepts connected with linear movements. 145 Greek pre-service teachers’ from the Department of Nursery Education participated in the study and filled in a questionnaire in January of the academic year of 2018-19. Results showed that Greek pre-service teachers’ perceptions about the value of the representations of a concept are not in any circumstances negative. It is remarkable that intellectual capacity levels regarding all kinds of representations are not quite satisfactory.

Keywords:

attitudes, representations, physic concepts.