Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: their impact on student learning at A-level

Cheng, Peter C H and Shipstone, David M (2003) Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: their impact on student learning at A-level. International Journal of Science Education, 25 (3). pp. 291-305. ISSN 1464-5289

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Abstract

Part 1 of this paper (Cheng and Shipstone, International Journal of Science Education, 2003) described anew approach to the teaching of electric circuit theory using box and AVOW diagrams and discussedthe potential of the diagrams for supporting learning and problem solving. This, second paper presentsthe results of preliminary trials which suggest that the programme devised helped UK Year 12 (A-level)learners to develop useful concepts of current and voltage, acquire a more integrated understanding ofcircuit behaviour and overcome their tendencies towards localized and sequential reasoning. In additionthe approach provided learners with a valuable aid for problem solving. The programme had quitebroad appeal amongst learners and has earned the approval of teachers who have used it.

Item Type: Article
Schools and Departments: School of Engineering and Informatics > Informatics
Depositing User: Peter Cheng
Date Deposited: 06 Feb 2012 19:25
Last Modified: 17 Sep 2019 10:57
URI: http://sro.sussex.ac.uk/id/eprint/20496
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