Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty

This study investigates the effects of representation-based instruction in physics education on stu-dents’ conceptual understanding, epistemological beliefs, and tolerance of uncertainty. A mixed-method quasi-experimental design was employed with 30 undergraduate students randomly assig-ned to three groups: classical representation (n=10), quantum representation (n=10), and metaphy-sical representation (n=10). All groups studied the same core physics content; however, the instruc-tional framing differed across conditions: the classical group emphasized Newtonian determinism and certainty, the quantum group focused on probabilistic reasoning and observer dependence, and the metaphysical group engaged with thought experiments such as Schrödinger’s Cat to explore ontological ambiguity. Data were collected using a Conceptual Understanding Test, an Epistemolo-gical Beliefs Scale, and a Tolerance for Uncertainty Scale, supported by open-ended questions and focus group interviews. Quantitative data were analyzed using one-way ANOVA and Tukey HSD tests with effect sizes (η²), while qualitative data were examined through thematic analysis. Results indicated significant differences among groups, with the metaphysical representation condition yielding the highest gains in conceptual understanding (F (2,27) =9.64, p