Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2730
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dc.contributor.authorZahn, Carmen
dc.contributor.authorKrauskopf, Karsten
dc.contributor.authorPea, Roy
dc.contributor.authorHesse, Friedrich W.
dc.date.accessioned2020-01-08T21:55:13Z
dc.date.accessioned2020-01-09T14:07:48Z-
dc.date.available2020-01-08T21:55:13Z
dc.date.available2020-01-09T14:07:48Z-
dc.date.issued2010-06
dc.identifier.citationZahn, C., Krauskopf, K., Pea, R., & Hesse, F. W. (2010). Digital Video Tools in the Classroom: Empirical Studies on Constructivist Learning with Audio-visual Media in the Domain of History. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 620-627). Chicago IL: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2010.1.620
dc.identifier.urihttps://repository.isls.org//handle/1/2730-
dc.description.abstractThis paper presents empirical evidence concerning the application of digital video technologies for creating design-based learning environments for middle school students. In three studies we show how the affordances and constraints of digital video technology can support for students their (a) cognitive (b) action related and (c) socio-cognitive learning processes in the domain of history. We present both quantitative and qualitative data. We also present initial evidence for the role of complementary support by explicit instructional guidance. Results are discussed with regard to practical implications.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleDigital Video Tools in the Classroom: Empirical Studies on Constructivist Learning with Audio-visual Media in the Domain of Historyen_US
dc.typeFull Papersen_US
Appears in Collections:ICLS 2010

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