Research Summary: Students’ perception of representations: a study using repertory grid technique

A study published in Frontiers in Education examines students' perceptions of pedagogical representations in science education using an adapted repertory grid technique. The findings reveal a marked dichotomy: the majority of students interpret representations such as diagrams, formulas, tables, pictures, and circuit diagrams primarily through superficial features rather than discerning their underlying conceptual structures.

Why it matters

This research matters because pedagogical efficacy in technical and scientific disciplines directly impacts foundational literacy, conceptual mastery, and workforce competence. When learners fail to interpret beyond superficial visual features, higher-level comprehension and knowledge transfer are impaired. Addressing this cognitive disconnect is essential for improving instructional quality and educational outcomes in STEM subjects.

Key insights

• Representations such as diagrams, formulas, tables, pictures, and circuit diagrams are core pedagogical instruments in science instruction.
• The repertory grid technique was successfully adapted to evaluate comparative student perceptions of instructional representations in science education.
• Student perception exhibits a clear dichotomy between surface features and deep conceptual structures.
• Most students focus primarily on superficial characteristics of representations, while only a minority identify the underlying scientific structures.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1739118