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Volumn 1, Issue , 2010, Pages 706-713

Embodied experiences within an engineering curriculum

Author keywords

[No Author keywords available]

Indexed keywords

EMBODIED EXPERIENCE; ENGINEERING CURRICULUM; LINKED LEVERS; ROTARY MOTIONS;

EID: 84880523846     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper
Times cited : (5)

References (15)
  • 5
    • 84949372244 scopus 로고
    • Interaction analysis: Foundations and practice
    • Jordan, B. and Henderson, A. (1995) Interaction analysis: Foundations and practice. Journal of the Learning Sciences 4(1), 39-103.
    • (1995) Journal of the Learning Sciences , vol.4 , Issue.1 , pp. 39-103
    • Jordan, B.1    Henderson, A.2
  • 8
    • 11244283955 scopus 로고    scopus 로고
    • Modeling natural variation through distribution
    • Lehrer, R., & Schauble, L. (2004). Modeling natural variation through distribution. American Educational Research Journal, 41(3), 635-679.
    • (2004) American Educational Research Journal , vol.41 , Issue.3 , pp. 635-679
    • Lehrer, R.1    Schauble, L.2
  • 10
    • 0011977314 scopus 로고    scopus 로고
    • Reasoning about structure and function: Children's conceptions of gears
    • Lehrer, R. & Schauble, L. (1998). Reasoning about structure and function: Children's conceptions of gears. Journal of Research in Science Teaching, 35(1), 3-25.
    • (1998) Journal of Research in Science Teaching , vol.35 , Issue.1 , pp. 3-25
    • Lehrer, R.1    Schauble, L.2
  • 11
    • 4243217583 scopus 로고    scopus 로고
    • Similarity of form and substance: Modeling material kind
    • Sharon M. Carver and David Klahr (Eds.) Mahwah, NJ: Lawrence Erlbaum Associates
    • Lehrer, R., Schauble, L., Strom, D., & Pigge, M. (2001). Similarity of form and substance: Modeling material kind. In Sharon M. Carver and David Klahr (Eds.), Cognition and Instruction: Twenty-five years of progress. (pp. 39-74). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2001) Cognition and Instruction: Twenty-five Years of Progress , pp. 39-74
    • Lehrer, R.1    Schauble, L.2    Strom, D.3    Pigge, M.4
  • 12
    • 84984067829 scopus 로고
    • Development of explanation: Incremental and fundamental change in children's physics knowledge
    • Metz, K.E. (1991). Development of explanation: Incremental and fundamental change in children's physics knowledge, Journal of Research in Science Teaching, 28(9), 785-797.
    • (1991) Journal of Research in Science Teaching , vol.28 , Issue.9 , pp. 785-797
    • Metz, K.E.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.