Materials Similar to Dynamic Mental Models in Learning Science: The Importance of Constructing Derivational Linkages Among Models

home » Detail Page » Similar Materials

Materials Similar to Dynamic Mental Models in Learning Science: The Importance of Constructing Derivational Linkages Among Models

41%: Cognitive Science: Problem Solving And Learning For Physics Education
37%: Methodological issues in eliciting blend mental models: The context of sound propagation
36%: Reading Time as Evidence for Mental Models in Understanding Physics
36%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
36%: The Case for Dynamic Models of Learners' Ontologies in Physics
35%: Learning to relate qualitative and quantitative problem representations in a model-based setting for collaborative problem solving
34%: Video Modeling: Combining Dynamic Model Simulations with Traditional Video Analysis
34%: Learning and Dynamic Transfer Using the 'Constructing Physics Understanding' (CPU) Curriculum: A Case Study
33%: Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics
33%: Model analysis: Representing and assessing the dynamics of student learning
33%: Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations
30%: The Learning Cycle Model for Teaching a Science Lesson
30%: Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup
30%: Physics Learning in the Context of Scaffolded Diagnostic Tasks (II): Preliminary Results
30%: Depictive Gestures as Evidence for Dynamic Mental Imagery in Four Types of Student Reasoning
30%: The Learning Assistant model for Teacher Education in Science and Technology
29%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
29%: High School Science Experiences Associated to Mastery Orientation Towards Learning
29%: How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information