Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3583
Full metadata record
DC FieldValueLanguage
dc.contributor.authorStieff, Mike
dc.contributor.authorMcCombs, Michelle
dc.date.accessioned2019-05-20T02:43:12Z
dc.date.accessioned2020-01-09T19:04:35Z-
dc.date.available2019-05-20T02:43:12Z
dc.date.available2020-01-09T19:04:35Z-
dc.date.issued2006-06
dc.identifier.citationStieff, M. & McCombs, M. (2006). Increasing Representational Fluency with Visualization Tools. 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. 730-736). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.730
dc.identifier.urihttps://repository.isls.org//handle/1/3583-
dc.description.abstractThe present article reports on the use of one visualization tool, Connected Chemistry, to increase chemistry student's representational fluency, or use of accepted chemical representations and reasoning from submicroscopic perspectives. The tool was embedded in a unit on the particulate nature of matter and implemented in three high school classrooms. Analysis of learning via pre-post test measures revealed a significant increase in representational fluency among all Connected Chemistry students compared to students learning from more traditional lecture-and- text method; however, comparable improvements in declarative knowledge were not evident.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleIncreasing Representational Fluency with Visualization Toolsen_US
dc.typePapersen_US
Appears in Collections:ICLS 2006

Files in This Item:
File SizeFormat 
730-736.pdf222.63 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.