Type:

Other

Description:

This study incorporates computerized simulation models of qualitative, conceptual problem solving and quantitative problem solving to examine qualitative physics knowledge acquisition during textbook-based physics training. Researchers found that qualitative knowledge was acquired on the basis of explicit textbook information; but there were also cases of qualitative learning on the basis of implicit information, which led to less frequent use of incorrect qualitative preknowledge.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

NSDL,Elementary Secondary Education,Education Foundations,Undergraduate (Lower Division),Problem Solving,Physics Education Research,General Physics,Cognitive Processes,Life Science,oai:nsdl.org:2200/20061003063709170T,Higher Education,Cognition,Computers,Pedagogy,Physics,Computing and Information,Adolescents,Knowledge Level,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Technology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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