Unlocking conceptual learning in mathematics and science with effective representational systems
ARTICLE
Peter C.-H Cheng
Computers & Education Volume 33, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
The representational analysis and design project is investigating the critical role that representations have on conceptual learning in complex scientific and mathematical domains. The fundamental ideas are that the representations used for learning can substantially determine what is learnt and how easily this occurs, and that to improve conceptual learning effective representations should be found or invented. Through the conceptual analysis and empirical evaluation of a class of representations that appear to be particularly beneficial for conceptual learning, Law Encoding Diagrams (LEDs), the project has identified certain general characteristics of effective representations. In this paper a descriptive model of the components and processes of conceptual learning is presented and used for several purposes: to explain why the nature of representation used for learning is critical; to demonstrate how representations possessing the identified characteristics of effective representations appear to support the major processes of conceptual learning; to consider how computers may further enhance the potential benefit of LEDs for conceptual learning.
Citation
Cheng, P.C.H. (1999). Unlocking conceptual learning in mathematics and science with effective representational systems. Computers & Education, 33(2), 109-130. Elsevier Ltd. Retrieved March 4, 2021 from https://www.learntechlib.org/p/88202/.
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Keywords
Cited By
View References & Citations Map-
Using Multiple Representations to Build Conceptual Understanding in Science and Mathematics
Yash Patel & Sara Dexter, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1304–1309
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Comparing Visual Representations of DNA in Two Multimedia Presentations
Michelle Cook, Clemson University, United States; Eric Wiebe & Glenda Carter, North Carolina State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 20, No. 1 (January 2011) pp. 21–42
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