Cheng, Peter C H and Shipstone, David M (2003) Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches. International Journal of Science Education, 25 (2). pp. 193-204. ISSN 0950-0693

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Item Type:	Article
Additional Information:	Originality: Introduces a novel diagrammatic re-codification of electricity (AVOW diagrams) to the field of science education. Rigour: Demonstrates the scope of the representation over the domain and gives evidence that it improves learning in real instructional environments (part 2). Significance: Can supplement or supplant conventional approaches to electricity instruction up to undergraduate level. Impact: The potential of this novel approach is demonstrated by 2 papers accepted to the fully refereed journal School Science Review, which showed real learning gains in an intervention study with school students at 'A' level. Outlet/: The top international science education journal.
Schools and Departments:	School of Engineering and Informatics > Informatics
Depositing User:	Peter Cheng
Date Deposited:	06 Feb 2012 18:23
Last Modified:	26 Mar 2012 15:28
URI:	http://sro.sussex.ac.uk/id/eprint/16097

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