For the mechanical system, creating a visual explanation increased understanding particularly for participants of low spatial ability. Both kinds of explanations were analyzed for content and learning assess by a post-test. We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding). Because visual explanations can show parts and processes of complex systems directly, creating them should have benefits beyond creating verbal explanations. While instruction typically involves visualizations, students usually explain in words. Mechanisms and processes outside student experience present particular challenges. Many topics in science are notoriously difficult for students to learn.
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