How Multiple Representations Using a Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

: Learning physics can be seen by many as a problem, as the standard method of learning tends to focus on remembering and using concepts that fail to construct meaning. To overcome this prob-lem in teaching rectilinear motion, we implemented multiple representations using a cyber–physical system that enables interaction between a physical model and the real world. We did so by using a microcomputer system housed inside a ball, including motion and force sensors. This system communicated with the teacher’s laptop in order to display the corresponding data via a projector. The study was conducted with 49 tenth-grade students across five sessions on rectilinear motion. Using a pre- and post-test, we observed that the experimental group performed signifi-cantly better than the control group, both in terms of learning as well as in the development of cre-ativity (fluency and flexibility). With guidance from the teacher, the multiple representations al-lowed the students to improve their learning and creativity by connecting various forms of repre-sentation. In other words, the students were able to connect both abstract and concrete views through a real-world, physical experience. Our study reveals the potential of cyber–physical sys-tems within the teaching–learning process for physics, specifically rectilinear motion, and how such a system supports multiple representations.不少人将物理学习视作一大难题，因传统学习模式往往侧重于概念的记忆与套用，却未能帮助学习者构建深层意义体系。为解决直线运动（rectilinear motion）教学中的这一难题，我们依托信息物理系统（cyber–physical system）搭建了多表征交互框架，实现物理模型与现实世界的联动。具体而言，我们在小球内部集成了搭载运动与力传感器的微型计算机系统，该系统可与教师的笔记本电脑通信，并通过投影仪展示对应实验数据。本研究共有49名十年级学生参与，共开展5次直线运动相关教学活动。通过前测与后测对比分析，我们发现实验组在学习效果与创造力（流畅性与灵活性）发展两方面，均显著优于对照组。在教师的引导下，多表征交互模式帮助学生通过联结不同形式的表征，提升了学习效果与创造力水平。换言之，学生可借助真实的物理实践，串联起抽象与具象的认知视角。本研究揭示了信息物理系统在物理（尤其是直线运动）教学过程中的应用潜力，以及此类系统如何为多表征教学提供支撑。