Is instructional emphasis on the use of non-mathematical representations worth the effort?

AIP Conference Proceedings

Volumn 818, Issue , 2006, Pages 45-48

  De Leone, Charles J ^a   Gire, Elizabeth ^b  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Physics education research; Problem solving; Representations

Indexed keywords

EID: 33751210334     PISSN: 0094243X     EISSN: 15517616     Source Type: Conference Proceeding    
DOI: 10.1063/1.2177019     Document Type: Conference Paper

References (8)

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2. D. E. Meltzer (2005). Relation between student's problem solving performance and representational mode, Am. J. Phys, 73:463 and references therein.
3. M. Chi, P. Feltovich, and R. Glaser (1981). Categorization and Representation of Physics Problems by Experts and Novices, Cognitive Science, 5, pp. 121-152.
4. A. Van Heuvelen (1991). Learning to think like a physicist: A review of research-based strategies. Am J. Phys., 59:891
5. R. Kozma (2003). The material features of multiple representations and their cognitive affordances for science understanding, Learning and Instruction, 13, pp. 205-226.
6. C. Singh (2002). When physics intuition fails, Am. J. Phys., 70:1103
7. C.J. De Leone, W.H. Potter and L.B. Coleman (1996). "Radically Restructured Introductory Physics Course at a Large Research University," The Changing Role of Physics Departments in Modern Universities, Part One, AIP Press, p. 829.
8. st National Meeting, Summer 2000, Guelph, Ontario