Quantum physics concepts require an adequate use of multi-modal

representations and a deep conceptual understanding of the underlying abstract concept.

However, requiring students to construct and use representations can assist developing

understanding of quantum physics. Requiring students to argue and present evidence about

the robustness of their representations can lead to a deeper understanding quantum physics

concept. Investigation into students‘ ideas about some concepts in quantum physics can

assist teachers or lecturers to design instructional more precisely. This study is an initial

qualitative step into a mix-method research of the role of multiple representations in learning

about quantum physics concepts. By usingFocus Group Discussion (FGD) before learning

and teaching quantum physics concept, we have investigated pre-service physics students‘

representations preference in learning physics and ―thematic pre-conception‖ in quantum

physics. The result showed that (1) students‘ representation (SR) is strongly dependent on

teachers/lecturers‘ representation (TR) (2) Students were more likely to use existing

representation from a domain resource than to generate their own representation (3) Most of

students were more likely to use mathematical representation in learning and physics

problem solving (4) students‘ preconception in quantum physics was strongly influenced of

classical physics conceptions (5) students‘ misconceptions in quantum physics concept have

been identified

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