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The purpose of this study was to investigate the impact on secondary school students’ learning “force and motion” unit using modal representations (pictures, graphics, mathematical expressions and text). The study involved two 7th grade classes as one control and one treatment in a Horasan county of Erzurum. Either group was taught by the same teacher and applied the same instruction methods. The only difference between groups that student’s prepared different task at the end of the topic. Students of one group prepared worksheet which answered question at the end of the topic matter contained in the books as individual. In the other group prepared worksheet which made to use different modal representation at the end of the subject. The study consists of 21 questions of which 16 multiple-choices and five were open-ended subject-based achievement test, was used as pre-and post-test. The reliability measure of the topic based test, Cronbach’s Alpha found to be .71. Also, it was used as data collection tool; students’ tasks. The results of the study showed that students to recognize of multi modal representation and systematic use of them benefit their learning

İlköğretim 7. Sınıf Öğrencilerinin “Kuvvet Ve Hareket” Ünitesini Öğrenmelerine Betimleme Modlarını Kullanmalarının Etkisi