Introductory college courses use the Multiple Representations (MR) method for teaching/learning energy processes. It helps students understand concepts which are challenging to learn, like energy, and to solve related problems. Although this method is well-recognised in the context of Physics Education and researchers, it is less known by high school teachers because of its limited use in Physics textbooks. We report a recent experience where we accompanied teachers in their Pedagogical Content Knowledge (PCK) revision and in the building of an innovative way of teaching using conceptual fragmentation. The assessment confirmed the teaching efficiency of using Multiple Representations tools such as Energy Bar Charts.
