Model Manipulation and Learning: Fostering Representational Competence with Virtual and Concrete Models

Autor/inn/en	Stull, Andrew T.; Hegarty, Mary
Titel	Model Manipulation and Learning: Fostering Representational Competence with Virtual and Concrete Models
Quelle	In: Journal of Educational Psychology, 108 (2016) 4, S.509-527 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000077
Schlagwörter	Models; Organic Chemistry; Science Instruction; Skill Development; Visual Aids; Feedback (Response); Intervention; Computer Simulation; Accuracy; Pretests Posttests; Instructional Effectiveness; Scaffolding (Teaching Technique); Congruence (Psychology); Cognitive Processes; Difficulty Level; Transfer of Training; Comparative Analysis; College Science; Undergraduate Students; Statistical Analysis; Learning; Questionnaires; Control Groups; Experimental Groups; Nonparametric Statistics; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Analogiemodell; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Anschauungsmaterial; Computergrafik; Computersimulation; Unterrichtserfolg; Congruence; Psychology; Kongruenz; Psychologie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Training; Transfer; Ausbildung; Statistische Analyse; Lernen; Fragebogen
Abstract	This study investigated the development of representational competence among organic chemistry students by using 3D (concrete and virtual) models as aids for teaching students to translate between multiple 2D diagrams. In 2 experiments, students translated between different diagrams of molecules and received verbal feedback in 1 of the following 3 intervention conditions: with concrete models, with virtual models, or without models. Following the intervention, diagram translation accuracy was measured in 3 posttests, which were with models, without models, and after a 7-day delay. The virtual models in the 2 experiments differed in the level of congruence between the actions performed with the input device and the resulting movement of the virtual model. Study 1 used a low congruence interface and Study 2 used a high congruence interface. Students learned more when models were available. In terms of learning outcomes, model-based feedback was superior to verbal-feedback alone, models served as a learning scaffold rather than a crutch, and learning with model-based feedback was resilient over a 7-day delay. Finally, concrete and virtual models were equivalent in promoting learning, and action-congruence of the interface did not affect learning. The results are discussed with respect to their implications for instruction in organic chemistry and science, technology, engineering, and mathematics disciplines more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01