Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2337
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dc.contributor.authorLiu, Shiyu
dc.contributor.authorVarma, Keisha
dc.date.accessioned2020-01-08T16:51:22Z
dc.date.accessioned2020-01-08T22:04:08Z-
dc.date.available2020-01-08T16:51:22Z
dc.date.available2020-01-08T22:04:08Z-
dc.date.issued2012-07
dc.identifier.citationLiu, S. & Varma, K. (2012). Improving Students' Scientific Reasoning Skills via Virtual Experiments and Worked Examples. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 483-484). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.483
dc.identifier.urihttps://repository.isls.org//handle/1/2337-
dc.description.abstractThis work looks at how to improve students' scientific reasoning. The findings suggest that neither worked examples alone nor interactive visualization experiences alone are as helpful as the combination. While worked examples are effective instructional devices to assist learning, due to students' limited self-explanation skills, virtual experiments are needed to elicit more metacognitive efforts when studying the examples. At the same time, worked examples provide direct guidance that can prevent potential frustration with the visualization.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleImproving Students' Scientific Reasoning Skills via Virtual Experiments and Worked Examplesen_US
dc.typePostersen_US
Appears in Collections:ICLS 2012

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