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dc.contributor.authorPloetzner, Rolf
dc.contributor.authorLippitsch, Stefan
dc.contributor.authorGalmbacher, Matthias
dc.contributor.authorHeuer, Dieter
dc.identifier.citationPloetzner, R., Lippitsch, S., Galmbacher, M., & Heuer, D. (2006). Students' Difficulties in Learning Physics from Dynamic and Interactive Visualizations. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 550-556). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.description.abstractIn two experimental studies we investigated whether students' difficulties in understanding line graphs in kinematics can be improved by means of dynamic representations. These representations were designed to help students in mentally bridging the gap between motion phenomena and abstract line graphs. In the first study, contrary to our expectations, the employed representations did not only not improve learning - but even impeded it. This finding was underpinned by the second study, in which almost no sign was found of students having internalized the relevant aspects of the dynamic representations. Because similar results have recently been found in other studies, we propose that research on learning with dynamic representations should not only focus on developing guidelines for the external design of representations but also on conceptualising learning strategies which can be taught to students and which help them to successfully process the information presented in the external representations.en_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleStudents' Difficulties in Learning Physics from Dynamic and Interactive Visualizationsen_US
Appears in Collections:ICLS 2006

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