Helping On-Line Learners Construct Mental Models of Physical Systems
Dotty Sammons, Ernest S. Lohse, Idaho State University, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper describes the integration of advanced computer authoring programs, including Flash, in an advanced college course on laboratory analysis. The purpose of the class is to introduce students to the concepts and procedures endemic to archaeological artifact analysis and experimental reproduction. Students develop appropriate mental models of these concepts and procedures through a combination of hands-on replication exercise, textual content, and virtual knapping sequences. Use of the virtual online environment accelerates analysts' learning by providing a compelling visceral experience, including sound and perspective rotations. It also constrains failures within idealized models. The learner has maximal control over the virtual exercises and can readily repeat scripted ideational sequences without having to start again at the beginning, as would be the case in a hands-on exercise. This ability to manipulate the virtual sequence allows students to strongly encode appropriate integrated mental models.
Sammons, D. & Lohse, E.S. (2005). Helping On-Line Learners Construct Mental Models of Physical Systems. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2321-2327). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2023 from https://www.learntechlib.org/primary/p/20419/.
© 2005 Association for the Advancement of Computing in Education (AACE)
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