Introduction of the Concept of Repercentation (ConRe) in the Design of Physics Learning Media Representations

Abstract Contemporary developments in physics learning media have predominantly emphasized technology elements instead of content analysis and conceptual representation. This study was designed to investigate how Concept Representation (ConRe) can assist prospective physics teacher in creating more comprehensive and pedagogically sound physics content representations. The study was carried out over three years involving two cohorts of physics students. Data were gathered from two digital learning media production projects, observations of the learning process, iterative feedback sessions, and analysis of idea representation artifacts. The findings show that in absence of guidance students typically adopt representations in a simplistic form. Moreover, the implementation of the ConRe framework, students demonstrated considerable enhancements in examining material depth, discern essential conceptual structures, and choose varied representations.