Type:

Other

Description:

In this article the authors present a theory of learning in science based on students deriving conceptual linkages among multiple models which represent physical phenomena at different levels of abstraction. The authors find that high school students who were exposed to derivational links among three models for basic electricity performed better when solving both qualitative and quantitative problems on current and voltage.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Active Learning,Electricity,Education Foundations,Secondary Education,Problem Solving,Graduate/Professional,thinking skills,Learning Theories,Models,Physics,Scientific Concepts,Science Instruction,Life Science,Concept Formation,Higher Education,Electric Circuits,Cognition,Learning Theory,Cognitive Processes,Cognition Development,Instructional Effectiveness,Education Practices,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,oai:nsdl.org:2200/20080905113121097T,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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