Embedding Annotation in Abstract/Concrete Visual Representations to Facilitate Students’ Knowledge Acquisition, Transfer and Self-Efficacy in Physics Education
Thursday, March 29 4:15-4:45 PM Location: Edison E
This study investigated the effects of abstract/concrete visual representations in physics education by embedding annotation to support learners’ learning. Participants (N=108) were recruited from a subject pool in the college of education in a research I university. A 2 x 2 design was used with visuals and annotation as independent variables and comprehension, transfer and self-efficacy scores as dependent variables. The results showed a superior effect for annotation with visuals as in both learner performance and self-efficacy. Discussions on the implications of the findings and future studies were made.