Literaturnachweis - Detailanzeige
| Autor/inn/en | Corradi, David M. J.; Elen, Jan; Schraepen, Beno; Clarebout, Geraldine |
|---|---|
| Titel | Understanding Possibilities and Limitations of Abstract Chemical Representations for Achieving Conceptual Understanding |
| Quelle | In: International Journal of Science Education, 36 (2014) 5, S.715-734 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2013.824630 |
| Schlagwörter | Chemistry; Scientific Concepts; Prior Learning; Hypothesis Testing; College Students; College Science; Pretests Posttests; Knowledge Level; Intervention; Science Instruction; Comparative Analysis |
| Abstract | When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge of abstract scientific MERs to see (a) how many, and what kind of ideas (propositions) learners remembered from these MERs and (b) what the impact of these ideas is on conceptual understanding of the content. Propositional analysis indicates that learners created flawed internal representations. The discussion analyses the potentials that the learners have in using abstract representations to increase their understanding of scientific information and possible effects of instruction. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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