Abstract
It is known that science is not only learned as the product, but as the attitude, process, and application. This paper focuses on how to learn science as the process. One of the student problems in studying science as the process is that based on Piaget‟s Cognitive Developmental Theory students on secondary school (age 11-14) still stay on the transitional phase between concrete operational stage and formal operational stage. It means children on this stage are still thinking concretely at dominant while science process involves abstract and concrete evidence. One of the solutions is using multi-representations to make them understand science in microscopic level and to identify the missconception that is done by student in which science as the process lies on it. The sample taken from student of Labschool UPI (Indonesia University of Education) (n=16). Data collection used on this research are video recording of classroom session, pre-test and post-test, field notes, video capturing student‟s activity, and student‟s mini comics The research method taken is qualitative method, researcher uses study case to infer her hypothesis. The result shows that using representation helps students learning science in microscopic level and helps teacher to identify missconception done by students.
Keywords: Science education; Multi-representations; Science as process; Microscopic Level; Student; Missconception
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