Cheng, Peter C.-H. (1999) Unlocking conceptual learning in mathematics and science with effective representational systems. Computers & Education, 33 (2-3). pp. 109-130. ISSN 0360-1315Full text not available from this repository.
Summarizes theoretical and empirical aspects of research that is investigating how best to support conceptual learning and the critical role that representations have in complex scientific and mathematical domains. Explains Law Encoding Diagrams (LEDs) and considers how computers may further enhance the potential benefit of LEDs for conceptual learning.
|Keywords:||Computer Assisted Instruction; Concept Formation; Knowledge Representation; Learning Processes; Mathematics Instruction; Science Instruction|
|Schools and Departments:||School of Engineering and Informatics > Informatics|
|Subjects:||Q Science > QA Mathematics > QA0075 Electronic computers. Computer science|
|Depositing User:||Chris Keene|
|Date Deposited:||11 Feb 2008|
|Last Modified:||30 Nov 2012 16:51|
|Google Scholar:||67 Citations|