메뉴 건너뛰기




Volumn 50, Issue 7, 2013, Pages 858-886

Scaffolding learning from molecular visualizations

Author keywords

Critique; inquiry; knowledge integration; molecular visualization; Observation; thermodynamics; virtual experiment; Web based Inquiry Science Environment

Indexed keywords

CRITIQUE; INQUIRY; KNOWLEDGE INTEGRATION; MOLECULAR VISUALIZATION; OBSERVATION; VIRTUAL EXPERIMENTS; WEB-BASED INQUIRY SCIENCE ENVIRONMENT;

EID: 84881115378     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.21089     Document Type: Article
Times cited : (75)

References (85)
  • 1
    • 80052178836 scopus 로고    scopus 로고
    • Drawing to learn in science
    • Ainsworth, S., Prain, V., &, Tytler, R., (2011). Drawing to learn in science. Science, 333, 1096-1097.
    • (2011) Science , vol.333 , pp. 1096-1097
    • Ainsworth, S.1    Prain, V.2    Tytler, R.3
  • 2
    • 0003926154 scopus 로고
    • American Association for the Advancement of Science. New York, New York: Oxford University Press, Inc
    • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York, New York: Oxford University Press, Inc.
    • (1993) Benchmarks for Science Literacy
  • 3
    • 2142842229 scopus 로고    scopus 로고
    • Effectiveness of multimedia-based instruction that emphasizes representations on students' understanding of chemical change
    • Ardac, D., &, Akaygun, S., (2004). Effectiveness of multimedia-based instruction that emphasizes representations on students' understanding of chemical change. Journal of Research in Science Teaching, 41, 317-337.
    • (2004) Journal of Research in Science Teaching , vol.41 , pp. 317-337
    • Ardac, D.1    Akaygun, S.2
  • 4
    • 27744454182 scopus 로고    scopus 로고
    • Using static and dynamic visuals to represent chemical change at molecular level
    • Ardac, D., &, Akaygun, S., (2005). Using static and dynamic visuals to represent chemical change at molecular level. International Journal of Science Education, 27, 1269-1298.
    • (2005) International Journal of Science Education , vol.27 , pp. 1269-1298
    • Ardac, D.1    Akaygun, S.2
  • 6
    • 30644468149 scopus 로고    scopus 로고
    • The animation and interactivity principles in multimedia learning
    • In R. E. Mayer (Ed.),. New York, NY: Cambridge University Press
    • Betrancourt, M., (2005). The animation and interactivity principles in multimedia learning. In, R. E. Mayer, (Ed.), The Cambridge handbook of multimedia learning (pp. 287-296). New York, NY: Cambridge University Press.
    • (2005) The Cambridge Handbook of Multimedia Learning , pp. 287-296
    • Betrancourt, M.1
  • 7
    • 4544269248 scopus 로고    scopus 로고
    • The active integration of information during learning with dynamic and interactive visualizations
    • Bodemer, D., Ploetzner, R., Feuerlein, I., &, Spada, H., (2004). The active integration of information during learning with dynamic and interactive visualizations. Learning and Instruction, 14, 325-341.
    • (2004) Learning and Instruction , vol.14 , pp. 325-341
    • Bodemer, D.1    Ploetzner, R.2    Feuerlein, I.3    Spada, H.4
  • 8
    • 77951988793 scopus 로고    scopus 로고
    • The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter
    • Chang, H.-Y., Quintana, C., &, Krajcik, J. S., (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94, 73-94.
    • (2010) Science Education , vol.94 , pp. 73-94
    • Chang, H.-Y.1    Quintana, C.2    Krajcik, J.S.3
  • 9
    • 0035540954 scopus 로고    scopus 로고
    • Formats and prior knowledge on learning in a computer-based lesson
    • ChanLin, L.-J., (2001). Formats and prior knowledge on learning in a computer-based lesson. Journal of Computer Assisted Learning, 17, 409-419.
    • (2001) Journal of Computer Assisted Learning , vol.17 , pp. 409-419
    • Chanlin, L.-J.1
  • 10
    • 0009931954 scopus 로고    scopus 로고
    • Models of data: A theory of how people evaluate data
    • Chinn, C. A., &, Brewer, W. F., (2001). Models of data: A theory of how people evaluate data. Cognition and Instruction, 19, 323-393.
    • (2001) Cognition and Instruction , vol.19 , pp. 323-393
    • Chinn, C.A.1    Brewer, W.F.2
  • 12
    • 85033687269 scopus 로고    scopus 로고
    • The role of self-monitoring in learning chemistry with dynamic visualizations
    • In A. Zohar & Y. J. Dori (Eds.),. Dordrecht, Netherlands: Springer
    • Chiu, J., &, Linn, M. C., (2012). The role of self-monitoring in learning chemistry with dynamic visualizations. In, A. Zohar, &, Y. J. Dori, (Eds.), Metacognition in science education (pp. 133-163). Dordrecht, Netherlands: Springer.
    • (2012) Metacognition in Science Education , pp. 133-163
    • Chiu, J.1    Linn, M.C.2
  • 13
    • 33845323404 scopus 로고    scopus 로고
    • Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring
    • Clark, D. B., (2006). Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction, 24, 467-563.
    • (2006) Cognition and Instruction , vol.24 , pp. 467-563
    • Clark, D.B.1
  • 14
    • 0346009320 scopus 로고    scopus 로고
    • Helping students revise disruptive experientially supported ideas in thermodynamics: Computer visualizations and tactile models
    • Clark, D. B., &, Jorde, D., (2004). Helping students revise disruptive experientially supported ideas in thermodynamics: Computer visualizations and tactile models. Journal of Research in Science Teaching, 41, 1-23.
    • (2004) Journal of Research in Science Teaching , vol.41 , pp. 1-23
    • Clark, D.B.1    Jorde, D.2
  • 15
    • 33947191091 scopus 로고    scopus 로고
    • Personally-seeded discussions to scaffold online argumentation
    • Clark, D. B., &, Sampson, V., (2007). Personally-seeded discussions to scaffold online argumentation. International Journal of Science Education, 29, 253-277.
    • (2007) International Journal of Science Education , vol.29 , pp. 253-277
    • Clark, D.B.1    Sampson, V.2
  • 16
    • 41449097949 scopus 로고    scopus 로고
    • Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality
    • Clark, D. B., &, Sampson, V., (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45, 293-321.
    • (2008) Journal of Research in Science Teaching , vol.45 , pp. 293-321
    • Clark, D.B.1    Sampson, V.2
  • 17
    • 84983945760 scopus 로고
    • Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics
    • Clement, J., (1993). Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics. Journal of Research in Science Teaching, 30, 1241-1257.
    • (1993) Journal of Research in Science Teaching , vol.30 , pp. 1241-1257
    • Clement, J.1
  • 19
    • 0003086505 scopus 로고
    • Cognitive apprenticeship: Making thinking visible
    • Collins, A., Brown, J. S., &, Holum, A., (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6 (11), 38-46.
    • (1991) American Educator , vol.6 , Issue.11 , pp. 38-46
    • Collins, A.1    Brown, J.S.2    Holum, A.3
  • 20
    • 3242666879 scopus 로고    scopus 로고
    • Designing a web-based design curriculum for middle school science: The WISE 'houses in the desert' project
    • Cuthbert, A. F., &, Slotta, J. D., (2004). Designing a web-based design curriculum for middle school science: The WISE 'houses in the desert' project. International Journal of Science Education, 26, 821-844.
    • (2004) International Journal of Science Education , vol.26 , pp. 821-844
    • Cuthbert, A.F.1    Slotta, J.D.2
  • 21
    • 0037208191 scopus 로고    scopus 로고
    • Prompting middle school science students for productive reflection: Generic and directed prompts
    • Davis, E., (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. The Journal of the Learning Science, 12, 91-142.
    • (2003) The Journal of the Learning Science , vol.12 , pp. 91-142
    • Davis, E.1
  • 22
    • 0032389279 scopus 로고    scopus 로고
    • Scientific discovery learning with computer simulations of conceptual domains
    • de Jong, T., &, van Joolingen, W. R., (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201.
    • (1998) Review of Educational Research , vol.68 , pp. 179-201
    • De Jong, T.1    Van Joolingen, W.R.2
  • 23
    • 1042265380 scopus 로고    scopus 로고
    • Students' criteria for representational adequacy
    • In K. Gravemeijer, R. Lehrer, B. Van Oers, & L. Verschaffel (Eds.),. Boston, Massachusetts: Kluwer Academic Publishers
    • diSessa, A. A., (2002). Students' criteria for representational adequacy. In, K. Gravemeijer, R. Lehrer, B. Van Oers, &, L. Verschaffel, (Eds.), Symbolizing, modeling and tool use in mathematics education (pp. 105-129). Boston, Massachusetts: Kluwer Academic Publishers.
    • (2002) Symbolizing, Modeling and Tool Use in Mathematics Education , pp. 105-129
    • Disessa, A.A.1
  • 24
    • 4444324001 scopus 로고    scopus 로고
    • Meta-representation: Native competence and targets for instruction
    • diSessa, A. A., (2004). Meta-representation: Native competence and targets for instruction. Cognition and Instruction, 22, 293-331.
    • (2004) Cognition and Instruction , vol.22 , pp. 293-331
    • Disessa, A.A.1
  • 26
    • 61849125739 scopus 로고    scopus 로고
    • Enhancing students' understanding of the concept of "chemical bonding" by using activities provided on an interactive website
    • Frailich, M., Kesner, M., &, Hofstein, A., (2009). Enhancing students' understanding of the concept of "chemical bonding" by using activities provided on an interactive website. Journal of Research in Science Teaching, 46, 289-310.
    • (2009) Journal of Research in Science Teaching , vol.46 , pp. 289-310
    • Frailich, M.1    Kesner, M.2    Hofstein, A.3
  • 27
    • 0039524991 scopus 로고
    • Use of the particle nature of matter in developing conceptual understanding
    • Gabel, D. L., (1993). Use of the particle nature of matter in developing conceptual understanding. Journal of Chemical Education, 70, 193-194.
    • (1993) Journal of Chemical Education , vol.70 , pp. 193-194
    • Gabel, D.L.1
  • 28
    • 61349084365 scopus 로고    scopus 로고
    • Visualization: An emergent field of practice and enquiry in science education
    • In J. K. Gilbert (Ed.),. Dordrecht, Netherlands: Springer
    • Gilbert, J. K., (2008). Visualization: An emergent field of practice and enquiry in science education. In, J. K. Gilbert, (Ed.), Visualization: Theory and practice in science education (pp. 3-24). Dordrecht, Netherlands: Springer.
    • (2008) Visualization: Theory and Practice in Science Education , pp. 3-24
    • Gilbert, J.K.1
  • 30
    • 4544337761 scopus 로고    scopus 로고
    • Dynamic visualizations and learning: Getting to the difficult questions
    • Hegarty, M., (2004). Dynamic visualizations and learning: Getting to the difficult questions. Learning and Instruction, 14, 343-351.
    • (2004) Learning and Instruction , vol.14 , pp. 343-351
    • Hegarty, M.1
  • 31
    • 30644459012 scopus 로고    scopus 로고
    • Multimedia learning about physical systems
    • In R. E. Mayer (Ed.),. New York, New York: Cambridge University Press
    • Hegarty, M., (2005). Multimedia learning about physical systems. In, R. E. Mayer, (Ed.), The Cambridge handbook of multimedia learning (pp. 447-465). New York, New York: Cambridge University Press.
    • (2005) The Cambridge Handbook of Multimedia Learning , pp. 447-465
    • Hegarty, M.1
  • 32
    • 36448977588 scopus 로고    scopus 로고
    • Instructional animation versus static pictures: A meta-analysis
    • Hoffler, T. N., &, Leutner, D., (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722-738.
    • (2007) Learning and Instruction , vol.17 , pp. 722-738
    • Hoffler, T.N.1    Leutner, D.2
  • 33
    • 2442652503 scopus 로고    scopus 로고
    • Students' coordination of knowledge when learning to model physical situations
    • Izsak, A., (2004). Students' coordination of knowledge when learning to model physical situations. Cognition and Instruction, 22, 81-128.
    • (2004) Cognition and Instruction , vol.22 , pp. 81-128
    • Izsak, A.1
  • 34
    • 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, 75-83.
    • (1991) Journal of Computer Assisted Learning , vol.7 , pp. 75-83
    • Johnstone, A.H.1
  • 35
    • 34248528603 scopus 로고    scopus 로고
    • Constructionism
    • In K. Sawyer (Ed.),. New York, New York: Cambridge University Press
    • Kafai, Y. B., (2006). Constructionism. In, K. Sawyer, (Ed.), Cambridge handbook of the learning sciences (pp. 35-46). New York, New York: Cambridge University Press.
    • (2006) Cambridge Handbook of the Learning Sciences , pp. 35-46
    • Kafai, Y.B.1
  • 37
    • 33846594351 scopus 로고    scopus 로고
    • Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children
    • Klahr, D., Triona, L. M., &, Williams, C., (2007). Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children. Journal of Research in Science Teaching, 44, 183-203.
    • (2007) Journal of Research in Science Teaching , vol.44 , pp. 183-203
    • Klahr, D.1    Triona, L.M.2    Williams, C.3
  • 38
    • 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, 205-226.
    • (2003) Learning and Instruction , vol.13 , pp. 205-226
    • Kozma, R.1
  • 39
    • 0002808532 scopus 로고    scopus 로고
    • The use of multiple linked representations to facilitate science understanding
    • In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandle (Eds.),. Mahwah, NJ: Lawrence Erlbaum Associates
    • Kozma, R., Russell, J., Jones, T., Marx, N., &, Davis. J., (1996). The use of multiple linked representations to facilitate science understanding. In, S. Vosniadou, E. De Corte, R. Glaser, &, H. Mandle, (Eds.), International perspectives on the design of technology-supported learning environments (pp. 41-60). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (1996) International Perspectives on the Design of Technology-supported Learning Environments , pp. 41-60
    • Kozma, R.1    Russell, J.2    Jones, T.3    Marx, N.4    Davis, J.5
  • 40
    • 79953136183 scopus 로고    scopus 로고
    • Validating measurement of knowledge integration science using multiple-choice and explanation items
    • Lee, H.-S., Liu, O. L., &, Linn, M. C., (2011). Validating measurement of knowledge integration science using multiple-choice and explanation items. Applied Measurement in Education, 24, 115-136.
    • (2011) Applied Measurement in Education , vol.24 , pp. 115-136
    • Lee, H.-S.1    Liu, O.L.2    Linn, M.C.3
  • 41
    • 0008644455 scopus 로고    scopus 로고
    • Conceptual change among middle school students studying elementary thermodynamics
    • Lewis, E. L., (1996). Conceptual change among middle school students studying elementary thermodynamics. Journal of Science Education and Technology, 5, 3-31.
    • (1996) Journal of Science Education and Technology , vol.5 , pp. 3-31
    • Lewis, E.L.1
  • 42
    • 84920832692 scopus 로고    scopus 로고
    • WISE design for lifelong learning-pivotal cases
    • In P. Gärdenfors & P. Johansson (Eds.),. Mahwah, NJ: Lawrence Erlbaum Associates
    • Linn, M. C., (2005). WISE design for lifelong learning-pivotal cases. In, P. Gärdenfors, &, P. Johansson, (Eds.), Cognition, education and communication technology (pp. 223-256). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2005) Cognition, Education and Communication Technology , pp. 223-256
    • Linn, M.C.1
  • 46
    • 33748058863 scopus 로고    scopus 로고
    • Teaching and assessing knowledge integration in science
    • Linn, M. C., Lee, H.-S., Tinker, R., Husic, F., &, Chiu, J. L., (2006). Teaching and assessing knowledge integration in science. Science, 313, 1049-1050.
    • (2006) Science , vol.313 , pp. 1049-1050
    • Linn, M.C.1    Lee, H.-S.2    Tinker, R.3    Husic, F.4    Chiu, J.L.5
  • 47
    • 42549100860 scopus 로고    scopus 로고
    • Assessing knowledge integration in science: Construct, measures and evidence
    • Liu, O. L., Lee, H.-S., Hofstetter, C., &, Linn, M. C., (2008). Assessing knowledge integration in science: Construct, measures and evidence. Educational Assessment, 13, 33-55.
    • (2008) Educational Assessment , vol.13 , pp. 33-55
    • Liu, O.L.1    Lee, H.-S.2    Hofstetter, C.3    Linn, M.C.4
  • 48
    • 77953695084 scopus 로고    scopus 로고
    • Multifaceted assessment of inquiry-based science learning
    • Liu, O. L., Lee, H.-S., &, Linn, M. C., (2010). Multifaceted assessment of inquiry-based science learning. Educational Assessment, 15, 69-86.
    • (2010) Educational Assessment , vol.15 , pp. 69-86
    • Liu, O.L.1    Lee, H.-S.2    Linn, M.C.3
  • 49
    • 0037400259 scopus 로고    scopus 로고
    • Animation and learning: Selective processing of information in dynamic graphics
    • Lowe, R., (2003). Animation and learning: Selective processing of information in dynamic graphics. Learning and Instruction, 13, 157-176.
    • (2003) Learning and Instruction , vol.13 , pp. 157-176
    • Lowe, R.1
  • 50
    • 4544367929 scopus 로고    scopus 로고
    • Interrogation of a dynamic visualization during learning
    • Lowe, R., (2004). Interrogation of a dynamic visualization during learning. Learning and Instruction, 14, 257-274.
    • (2004) Learning and Instruction , vol.14 , pp. 257-274
    • Lowe, R.1
  • 51
    • 33749868739 scopus 로고    scopus 로고
    • Writing the critique, a text about a text
    • Mathison, M. A., (1996). Writing the critique, a text about a text. Written Communication, 13, 314-354.
    • (1996) Written Communication , vol.13 , pp. 314-354
    • Mathison, M.A.1
  • 52
    • 0003781450 scopus 로고    scopus 로고
    • (2nd ed.). New York, New York: Cambridge University Press
    • Mayer, R. E., (2009). Multimedia learning (2nd ed.). New York, New York: Cambridge University Press.
    • (2009) Multimedia Learning
    • Mayer, R.E.1
  • 53
    • 0141746081 scopus 로고    scopus 로고
    • Animation as an aid to multimedia learning
    • Mayer, R. E., &, Moreno, R., (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87-99.
    • (2002) Educational Psychology Review , vol.14 , pp. 87-99
    • Mayer, R.E.1    Moreno, R.2
  • 54
    • 80051789711 scopus 로고    scopus 로고
    • Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters
    • McElhaney, K. W., &, Linn, M. C., (2011). Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters. Journal of Research in Science Teaching, 48, 745-770.
    • (2011) Journal of Research in Science Teaching , vol.48 , pp. 745-770
    • McElhaney, K.W.1    Linn, M.C.2
  • 55
    • 34548590079 scopus 로고    scopus 로고
    • Interactive multimodal learning environments - Special issue on interactive learning environments: Contemporary issues and trends
    • Moreno, R., &, Mayer, R. E., (2007). Interactive multimodal learning environments-Special issue on interactive learning environments: Contemporary issues and trends. Educational Psychology Review, 19, 309-326.
    • (2007) Educational Psychology Review , vol.19 , pp. 309-326
    • Moreno, R.1    Mayer, R.E.2
  • 56
    • 23744446807 scopus 로고    scopus 로고
    • Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback
    • Moreno, R., &, Valdez, A., (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development, 53, 35-45.
    • (2005) Educational Technology Research and Development , vol.53 , pp. 35-45
    • Moreno, R.1    Valdez, A.2
  • 57
    • 0003608696 scopus 로고    scopus 로고
    • National Research Council. Washington, DC: National Academy
    • National Research Council. (1996). National science education standards. Washington, DC: National Academy.
    • (1996) National Science Education Standards
  • 58
    • 34547463575 scopus 로고    scopus 로고
    • What does "fast" mean? Understanding the physical world through computational representations
    • Parnafes, O., (2007). What does "fast" mean? Understanding the physical world through computational representations. Journal of the Learning Sciences, 16, 415-450.
    • (2007) Journal of the Learning Sciences , vol.16 , pp. 415-450
    • Parnafes, O.1
  • 60
    • 4043178469 scopus 로고    scopus 로고
    • Scaffolding complex learning: The mechanisms of structuring and problematizing student work
    • Reiser, B. J., (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13, 273-304.
    • (2004) Journal of the Learning Sciences , vol.13 , pp. 273-304
    • Reiser, B.J.1
  • 61
    • 59149097841 scopus 로고    scopus 로고
    • Assessing learning from the use of multimedia chemical visualization software
    • In J. Gilbert (Ed.),. London: Kluwer
    • Russell, J., &, Kozma, R., (2005). Assessing learning from the use of multimedia chemical visualization software. In, J. Gilbert, (Ed.), Visualization in science education (pp. 299-332). London: Kluwer.
    • (2005) Visualization in Science Education , pp. 299-332
    • Russell, J.1    Kozma, R.2
  • 62
    • 84855964287 scopus 로고    scopus 로고
    • Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis
    • Ryoo, K. L., &, Linn, M. C., (2012). Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis ? Journal of Research in Science Teaching, 49, 218-243.
    • (2012) Journal of Research in Science Teaching , vol.49 , pp. 218-243
    • Ryoo, K.L.1    Linn, M.C.2
  • 63
    • 0142101821 scopus 로고    scopus 로고
    • Learning chemistry through the use of a representation-based knowledge building environment
    • Schank, P., &, Kozma, R., (2002). Learning chemistry through the use of a representation-based knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 21, 253-279.
    • (2002) Journal of Computers in Mathematics and Science Teaching , vol.21 , pp. 253-279
    • Schank, P.1    Kozma, R.2
  • 64
    • 0000909644 scopus 로고
    • Students' understanding of the objectives and procedures of experimentation in the science classroom
    • Schauble, L., Glaser, R., Duschl, R., Schulze, S., &, John, J., (1995). Students' understanding of the objectives and procedures of experimentation in the science classroom. Journal of the Learning Sciences, 4, 131-166.
    • (1995) Journal of the Learning Sciences , vol.4 , pp. 131-166
    • Schauble, L.1    Glaser, R.2    Duschl, R.3    Schulze, S.4    John, J.5
  • 65
    • 20744442430 scopus 로고    scopus 로고
    • Metamodeling knowledge: Developing students' understanding of scientific modeling
    • Schwarz, C. V., &, White, B. Y., (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23, 165-205.
    • (2005) Cognition and Instruction , vol.23 , pp. 165-205
    • Schwarz, C.V.1    White, B.Y.2
  • 66
    • 26644435755 scopus 로고    scopus 로고
    • Why interactivity works: Interactive priming of mental rotation
    • Smith, G. G., &, Olkun, S., (2005). Why interactivity works: Interactive priming of mental rotation. Journal of Educational Computing Research, 32, 93-111.
    • (2005) Journal of Educational Computing Research , vol.32 , pp. 93-111
    • Smith, G.G.1    Olkun, S.2
  • 69
    • 0039208358 scopus 로고
    • Heat and temperature: Part B: The development of ideas with teaching
    • In R. Driver, E. Guesne, & A. Tiberghien (Eds.),. Milton Keynes, UK: Open University Press
    • Tiberghien, A., (1985). Heat and temperature: Part B: The development of ideas with teaching. In, R. Driver, E. Guesne, &, A. Tiberghien, (Eds.), Children's ideas in science (pp. 66-84). Milton Keynes, UK: Open University Press.
    • (1985) Children's Ideas in Science , pp. 66-84
    • Tiberghien, A.1
  • 70
    • 0038148905 scopus 로고    scopus 로고
    • Point and click or grab and heft: Comparing the influence of physical and virtual instructional materials on elementary school students' ability to design experiments
    • Triona, L. M., &, Klahr, D., (2003). Point and click or grab and heft: Comparing the influence of physical and virtual instructional materials on elementary school students' ability to design experiments. Cognition and Instruction, 21, 149-173.
    • (2003) Cognition and Instruction , vol.21 , pp. 149-173
    • Triona, L.M.1    Klahr, D.2
  • 71
    • 42249087266 scopus 로고    scopus 로고
    • Some ways that graphics communicate
    • In N. Allen (Ed.),. Westport, CT: Ablex
    • Tversky, B., (2002). Some ways that graphics communicate. In, N. Allen, (Ed.), Working with words and images: New steps in an old dance (pp. 57-74). Westport, CT: Ablex.
    • (2002) Working with Words and Images: New Steps in An Old Dance , pp. 57-74
    • Tversky, B.1
  • 74
    • 30744461645 scopus 로고    scopus 로고
    • Use of heuristics to facilitate scientific discovery learning in a simulation learning environment in a physics domain
    • Veermans, K., van Joolingen, W., &, de Jong, T., (2006). Use of heuristics to facilitate scientific discovery learning in a simulation learning environment in a physics domain. International Journal of Science Education, 28, 341-361.
    • (2006) International Journal of Science Education , vol.28 , pp. 341-361
    • Veermans, K.1    Van Joolingen, W.2    De Jong, T.3
  • 75
    • 0001984805 scopus 로고    scopus 로고
    • Inquiry, modeling, and metacognition: Making science accessible to all students
    • White, B. Y., &, Frederiksen, J. R., (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3-118.
    • (1998) Cognition and Instruction , vol.16 , pp. 3-118
    • White, B.Y.1    Frederiksen, J.R.2
  • 76
    • 0038611776 scopus 로고    scopus 로고
    • Metacognitive facilitation: An approach to making scientific inquiry accessible to all
    • In J. Minstrell & E. H. van Zee (Eds.),. Washington, DC: AAAS
    • White, B. Y., &, Frederiksen, J. R., (2000). Metacognitive facilitation: An approach to making scientific inquiry accessible to all. In, J. Minstrell, &, E. H. van Zee, (Eds.), Inquiring into inquiry learning and teaching in science (pp. 331-370). Washington, DC: AAAS.
    • (2000) Inquiring into Inquiry Learning and Teaching in Science , pp. 331-370
    • White, B.Y.1    Frederiksen, J.R.2
  • 78
    • 84155164724 scopus 로고    scopus 로고
    • Exploring middle school students' conceptions of the relationship between genetic inheritance and cell division
    • doi: 10.1002/sce.20465
    • Williams, M., Debarger, A. H., Montgomery, B. L., Zhou, X., &, Tate, E., (2012). Exploring middle school students' conceptions of the relationship between genetic inheritance and cell division. Science Education, 96, 78-103. doi: 10.1002/sce.20465
    • (2012) Science Education , vol.96 , pp. 78-103
    • Williams, M.1    Debarger, A.H.2    Montgomery, B.L.3    Zhou, X.4    Tate, E.5
  • 79
    • 0042819943 scopus 로고    scopus 로고
    • Is heat hot?" Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena
    • Wiser, M., &, Amin, T., (2001). " Is heat hot?" Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11, 331-355.
    • (2001) Learning and Instruction , vol.11 , pp. 331-355
    • Wiser, M.1    Amin, T.2
  • 80
    • 77649129237 scopus 로고    scopus 로고
    • Modeling a complex system: Using novice-expert analysis for developing an effective technology-enhanced learning environment
    • Wu, H.-K., (2010). Modeling a complex system: Using novice-expert analysis for developing an effective technology-enhanced learning environment. International Journal of Science Education, 32, 195-219.
    • (2010) International Journal of Science Education , vol.32 , pp. 195-219
    • Wu, H.-K.1
  • 81
    • 0035445513 scopus 로고    scopus 로고
    • Promoting conceptual understanding of chemical representations: Students' use of a visualization tool in the classroom
    • Wu, H.-K., Krajcik, J. S., &, Soloway, E., (2001). Promoting conceptual understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38, 821-842.
    • (2001) Journal of Research in Science Teaching , vol.38 , pp. 821-842
    • Wu, H.-K.1    Krajcik, J.S.2    Soloway, E.3
  • 82
    • 30344481659 scopus 로고    scopus 로고
    • Molecular dynamics simulations of chemical reactions for use in education
    • Xie, Q., &, Tinker, R., (2006). Molecular dynamics simulations of chemical reactions for use in education. Journal of Chemical Education, 83, 77.
    • (2006) Journal of Chemical Education , vol.83 , pp. 77
    • Xie, Q.1    Tinker, R.2
  • 83
    • 34247570460 scopus 로고    scopus 로고
    • Comparing and combining real and virtual experimentation: An effort to enhance students' conceptual understanding of electric circuits
    • Zacharia, Z. C., (2007). Comparing and combining real and virtual experimentation: An effort to enhance students' conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23, 120-132.
    • (2007) Journal of Computer Assisted Learning , vol.23 , pp. 120-132
    • Zacharia, Z.C.1
  • 84
    • 55349118822 scopus 로고    scopus 로고
    • Effects of experimenting with physical and virtual manipulatives on students' conceptual understanding in heat and temperature
    • Zacharia, Z. C., Olympiou, G., &, Papaevripidou, M., (2008). Effects of experimenting with physical and virtual manipulatives on students' conceptual understanding in heat and temperature. Journal of Research in Science Teaching, 45, 1021-1035.
    • (2008) Journal of Research in Science Teaching , vol.45 , pp. 1021-1035
    • Zacharia, Z.C.1    Olympiou, G.2    Papaevripidou, M.3
  • 85
    • 81055155828 scopus 로고    scopus 로고
    • Can generating representations enhance learning with dynamic visualizations
    • Zhang, Z. H., &, Linn, M. C., (2011). Can generating representations enhance learning with dynamic visualizations ? Journal of Research in Science Teaching, 48, 1177-1198.
    • (2011) Journal of Research in Science Teaching , vol.48 , pp. 1177-1198
    • Zhang, Z.H.1    Linn, M.C.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.