Pre-college electrical engineering instruction: Do abstract or contextualized representations promote better learning?

Proceedings - Frontiers in Education Conference, FIE

Volumn , Issue , 2009, Pages

  Moreno, Roxana ^a   Reisslein, Martin ^b   Ozogul, Gamze ^b  

^a UNIVERSITY OF NEW MEXICO   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

Abstract representation; Cognitive learning theory; Contextualized representation

Indexed keywords

ABSTRACT DIAGRAMS; ABSTRACT REPRESENTATION; COGNITIVE LEARNING THEORIES; COGNITIVE LOADS; ELECTRICAL CIRCUIT; ELECTRICAL DEVICES; PARALLEL CIRCUITS; PRE-COLLEGE; PROBLEM REPRESENTATION; TRANSFER PROBLEMS;

ABSTRACTING; ELECTRIC NETWORK ANALYSIS; ELECTRICAL ENGINEERING; ENGINEERING EDUCATION; STUDENTS; USER INTERFACES;

PROBLEM SOLVING;

EID: 77951476810     PISSN: 15394565     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1109/FIE.2009.5350640     Document Type: Conference Paper

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