Investigation of transition skills of eighth grade students between representation types of pressure subject

Abstract: The education system adapts itself in terms of the new conditions of our era. One of the new situation is diversity in the way information sharing. In this manner, representation types of knowledge have also gained importance as the structuring of knowledge in learning environments. The aim of this study was to examine the performance of the students to make transitions between representation types. In addition, the representation types used in textbooks which were main source of learning environments and transitions between these representations were aimed to examine. Thus, the adequacies of learning environments have been questioned. The study was conducted as a case study. In the research process, first of all, Force & Motion Unit in 8th grade textbooks was analyzed by the method of document analysis. Secondly, an achievement test for the pressure subject, including transitions between text, picture, table and graphic representation types, has been developed in accordance with the results of the textbooks analysis and expert opinion and applied to 348 eighth grade students. The findings showed that while students have not been successful for the transitions, the textbooks generally used pictures and photos representation types and the transitions between these representations were not adequate. As conclusion, the findings of the study indicated that students did not have adequate skills in selected transitions and this case caused from learning environments. It was recommended that various representation types should be used in learning environments, especially text, picture, table and graphic representation types, and transitions should be highlighted in the courses Keywords: Science education, textbooks, representation types, pressure.