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Volumn 1, Issue , 2006, Pages 453-459

MUSHI: A multi-device framework for collaborative inquiry learning

Author keywords

[No Author keywords available]

Indexed keywords

COGNITIVE LOADS; COLLABORATIVE BEHAVIOR; HAND HELD DEVICE; HIGH SCHOOL STUDENTS; INQUIRY LEARNING; LEARNING ENVIRONMENTS; MULTIDEVICE INTERFACES; PILOT STUDIES;

EID: 77954514937     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper
Times cited : (11)

References (21)
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  • 2
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    • (1996) Innovations in Learning: New Environments in Education , pp. 289-325
    • Brown, A.L.1    Campione, J.C.2
  • 4
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    • Participatory simulations: Building collaborative understanding through immersive dynamic modeling
    • Colella, V. (2000). Participatory Simulations: Building collaborative understanding through immersive dynamic modeling. Journal of the Learning Sciences, 9(4), 471-500.
    • (2000) Journal of the Learning Sciences , vol.9 , Issue.4 , pp. 471-500
    • Colella, V.1
  • 7
    • 0037400253 scopus 로고    scopus 로고
    • Learning in complex domains: When and why do multiple representations help?
    • Goldman, S. R. (2003). Learning in complex domains: when and why do multiple representations help? Learning and Instruction, 13 (2), 239-244.
    • (2003) Learning and Instruction , vol.13 , Issue.2 , pp. 239-244
    • Goldman, S.R.1
  • 8
    • 84884370466 scopus 로고    scopus 로고
    • Learning in activity
    • K. Sawyer, K. (Ed.) New York, NY: Cambridge University Press
    • Greeno, J.G (2005). Learning in Activity. InK. Sawyer, K. (Ed.). Handbook of Learning Sciences. New York, NY: Cambridge University Press, 169-210.
    • (2005) Handbook of Learning Sciences , pp. 169-210
    • Greeno, J.G.1
  • 9
    • 17144445445 scopus 로고    scopus 로고
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    • Horwitz, P., Neumann, E., & Schwartz, J. (1996). Teaching science at multiple space time scales. Communications of the ACM, 39(8), 100-102.
    • (1996) Communications of the ACM , vol.39 , Issue.8 , pp. 100-102
    • Horwitz, P.1    Neumann, E.2    Schwartz, J.3
  • 12
    • 84991125102 scopus 로고
    • Why is science difficult to learn? Things are seldom what they seem
    • Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(20), pp. 75-83.
    • (1991) Journal of Computer Assisted Learning , vol.7 , Issue.20 , pp. 75-83
    • Johnstone, A.H.1
  • 13
    • 0037400297 scopus 로고    scopus 로고
    • The material features of multiple representations and their cognitive and social affordances for science understanding
    • Kozma, R. (2003) The material features of multiple representations and their cognitive and social affordances for science understanding. Learning and Instruction, 13(2), 205-226.
    • (2003) Learning and Instruction , vol.13 , Issue.2 , pp. 205-226
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  • 14
    • 85065683268 scopus 로고
    • Developing students' understanding of chemical concepts
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    • Krajcik, J. (1991). Developing students' Understanding of chemical concepts. In S. Glynn, R. Yeany, & B. Britton (Eds.), The Psychology of Learning Science. Hillsdale, NJ: Lawrence Erlbaum Associates, 117-148.
    • (1991) The Psychology of Learning Science , pp. 117-148
    • Krajcik, J.1
  • 16
    • 0002140242 scopus 로고
    • The effectiveness of individualized versus cooperative computer-based integrated learning systems
    • Mevarech, Z. R., (1994). The effectiveness of individualized versus cooperative computer-based integrated learning systems. International Journal of Educational Research, 21(1), 39-52.
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  • 17
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    • Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts
    • Russell, J. W., Kozma, R B., Jones, T., Wykoff, J., Marx, N, & Davis, J. (1997). Use of Simultaneous-Synchronized Macroscopic, Microscopic, and Symbolic Representations To Enhance the Teaching and Learning of Chemical Concepts. Journal of Chemical Education, 74(3), 330-334.
    • (1997) Journal of Chemical Education , vol.74 , Issue.3 , pp. 330-334
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  • 18
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    • Seufert, T.1
  • 21
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    • Wilensky, U., & Stroup, W.M. (2000). Networked Gridlock: Students Enacting Complex Dynamic Phenomena with the HubNet Architecture. In Fishman, B., & O'Connor-Divelbiss, S. (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences. Mahwah, NJ: Erlbaum, 282-289.
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    • Wilensky, U.1    Stroup, W.M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.