Materials Similar to How to make a good animation: A grounded cognition model of how visual representation design affects the construction of abstract physics knowledge
- 28%: A Comparison of Visual Representations of E&M Plane Waves
- 28%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
- 27%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
- 24%: Improving Students' Understanding of Quantum Mechanics
- 23%: Enhancing student visual understanding of the time evolution of quantum systems
- 22%: Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction
- 22%: Considering perception and cognition in the design of an instructional software package
- 21%: Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory
- 21%: Guiding without feeling guided: Implicit scaffolding through interactive simulation design
- 21%: Leveraging virtual reality for student development of force models in the introductory lab
- 21%: How do Multimedia Hints Affect Students’ Eye Movements in Conceptual Physics Problems?
- 21%: Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer
- 20%: Design and Evaluation of a Natural Language Tutor for Force and Motion
- 20%: The Use of Representations in Evidence-Based and Non-Evidence-Based Physics Activities
- 19%: Research-design model for professional development of teachers: Designing lessons with physics education research
- 19%: Is Instructional Emphasis on the Use of Non-Mathematical Representations Worth the Effort?
- 19%: Case Study: Students' Use of Multiple Representations in Problem Solving
- 19%: The Physlet Approach to Simulation Design