Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/641
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dc.contributor.authorMcBride, Elizabeth
dc.contributor.authorVitale, Jonathan
dc.contributor.authorLinn, Marcia
dc.date.accessioned2018-11-04T23:35:54Z
dc.date.accessioned2018-11-04T22:40:19Z-
dc.date.available2018-11-04T23:35:54Z
dc.date.available2018-11-04T22:40:19Z-
dc.date.issued2018-07
dc.identifier.citationMcBride, E., Vitale, J., & Linn, M. (2018). Middle School Student Ideas on the Relative Affordances of Physical and Virtual Models. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1393
dc.identifier.urihttps://repository.isls.org//handle/1/641-
dc.description.abstractThis research investigates students’ perceived differences between doing activities in hands-on versus virtual environments. Students explored an interactive virtual model of a solar oven and then built and tested a physical solar oven. We found that students often questioned the accuracy of virtual models, yet come to recognize the value of features in the virtual model, including visualizations of energy flow and ability to analyze trends in graphs.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleMiddle School Student Ideas on the Relative Affordances of Physical and Virtual Modelsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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