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Computers and Education
written by Christine Howe
In the ideal world, teaching materials should be evaluated with reference to general principles of learning. When such principles are not available, teaching materials should be evaluated using controlled empirical studies. However, the design of the studies should be such as to render the principles more certain. This said, two questions follow for any domain of knowledge: where in the domain uncertainties lie, and by what empirical methods they should be resolved. The author asks these questions in relation to the explanatory concepts of physics. She starts by considering what might, given recent research, be taken as a principle, namely that 'Socratic dialogue' between pupils facilitates learning. Subjecting the supportive research to methodological review, the author not only debates the legitimacy of its claims. She also clarifies the methods by which some specific uncertainties might be further explored. In doing this, it draws attention to the long term nature of the evaluative strategy that its working assumption has led to, and asks whether the assumption should be suspended. Arguing that apparent shortcuts are illusory, the author concludes that it should not. (31 references)
Computers and Education: Volume 17, Issue 1, Pages 73-80
Subjects Levels Resource Types
General Physics
- Physics Education Research
- Informal Education
- Collection
- Reference Material
= Research study
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© 1991 Elsevier B. V.
Accession Number:
3959271
Keywords:
Socratic-dialogue, computer-aided-instruction, controlled-empirical-studies, evaluative-strategy, explanatory-concepts, human-factors, physics-computing, principled-evaluation, pupils-, supportive-research, teaching-, teaching-materials, working-assumption
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
October 27, 2005 by Vince Kuo
Last Update
when Cataloged:
January 19, 2002
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Record Link
AIP Format
C. Howe, Comput. Educ. 17 (1), 73 (1991), WWW Document, (http://dx.doi.org/10.1016/0360-1315(91)90074-2).
AJP/PRST-PER
C. Howe, Explanatory concepts in physics: Towards a principled evaluation of teaching materials, Comput. Educ. 17 (1), 73 (1991), <http://dx.doi.org/10.1016/0360-1315(91)90074-2>.
APA Format
Howe, C. (2002, January 19). Explanatory concepts in physics: Towards a principled evaluation of teaching materials. Comput. Educ., 17(1), 73-80. Retrieved October 21, 2014, from http://dx.doi.org/10.1016/0360-1315(91)90074-2
Chicago Format
Howe, Christine. "Explanatory concepts in physics: Towards a principled evaluation of teaching materials." Comput. Educ. 17, no. 1, (January 19, 2002): 73-80, http://dx.doi.org/10.1016/0360-1315(91)90074-2 (accessed 21 October 2014).
MLA Format
Howe, Christine. "Explanatory concepts in physics: Towards a principled evaluation of teaching materials." Comput. Educ. 17.1 (1991): 73-80. 21 Oct. 2014 <http://dx.doi.org/10.1016/0360-1315(91)90074-2>.
BibTeX Export Format
@article{ Author = "Christine Howe", Title = {Explanatory concepts in physics: Towards a principled evaluation of teaching materials}, Journal = {Comput. Educ.}, Volume = {17}, Number = {1}, Pages = {73-80}, Month = {January}, Year = {2002} }
Refer Export Format

%A Christine Howe
%T Explanatory concepts in physics: Towards a principled evaluation of teaching materials
%J Comput. Educ.
%V 17
%N 1
%D January 19, 2002
%P 73-80
%U http://dx.doi.org/10.1016/0360-1315(91)90074-2
%O text/html

EndNote Export Format

%0 Journal Article
%A Howe, Christine
%D January 19, 2002
%T Explanatory concepts in physics: Towards a principled evaluation of teaching materials
%J Comput. Educ.
%V 17
%N 1
%P 73-80
%8 January 19, 2002
%M 3959271
%U http://dx.doi.org/10.1016/0360-1315(91)90074-2


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