Please use this identifier to cite or link to this item:
|Title:||Identifying Affordances of 3D Printed Tangible Models for Understanding Core Biological Concepts|
|Authors:||Davenport, Jodi L.|
Olson, Arthur J.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Davenport, J. L., Silberglitt, M., Boxerman, J., & Olson, A. J. (2014). Identifying Affordances of 3D Printed Tangible Models for Understanding Core Biological Concepts. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1583-1584.|
|Abstract:||3D models derived from actual molecular structures have the potential to transform student learning in biology. We share findings related to our research questions: 1) what types of interactions with a protein folding kit promote specific learning objectives?, and 2) what features of the instructional environment (e.g., peer interactions, teacher involvement) affect learning? We provide a framework for categorizing ways of using the models that can be used as evidence for whether and how physical models promote molecular understanding.|
|Appears in Collections:||ICLS2014|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.