The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?
Author:
Publisher
Modestum Publishing Ltd
Subject
Applied Mathematics,Education
Link
https://www.ejmste.com/download/the-use-of-multiple-representations-in-undergraduate-physics-education-what-do-we-know-and-where-do-9577.pdf
Reference46 articles.
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2. Ainsworth, S. (2008). The Educational Value of Multiple-representations when Learning Complex Scientific Concepts. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (pp. 191-208). Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5267-5_9
3. Bollen, L., Van Kampen, P., Baily, C., Kelly, M., & De Cock, M. (2017). Student difficulties regarding symbolic and graphical representations of vector fields. Physical Review Physics Education Research, 13(2), 020109. https://doi.org/10.1103/PhysRevPhysEducRes.13.020109
4. Chen, Z., & Gladding, G. (2014). How to make a good animation: A grounded cognition model of how visual representation design affects the construction of abstract physics knowledge. Physical Review Special Topics - Physics Education Research, 10(1), 010111. https://doi.org/10.1103/PhysRevSTPER.10.010111
5. Chiou, G. L., & Anderson, O. R. (2010). A study of undergraduate physics students’ understanding of heat conduction based on mental model theory and an ontology-process analysis. Science Education, 94(5), 825-854. https://doi.org/10.1002/sce.20385
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