Modelling and Simulating Electronics Knowledge: Conceptual Understanding and Learning through Active Agency

Autor/in	Twissell, Adrian
Titel	Modelling and Simulating Electronics Knowledge: Conceptual Understanding and Learning through Active Agency
Quelle	In: Educational Technology & Society, 21 (2018) 2, S.111-123 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Electronics; Case Studies; Concept Formation; Scientific Concepts; Semi Structured Interviews; Visualization; Learning Strategies; Relevance (Education); Programming; Learning Processes; Knowledge Representation; Comparative Analysis; College Students; Computer Simulation; Teaching Methods; Foreign Countries; Elementary School Students; Secondary School Students; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Elektronik; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Visualisation; Visualisierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Relevance; Relevanz; Programmierung; Learning process; Lernprozess; Wissensrepräsentation; Collegestudent; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sekundarschüler; Beobachtung
Abstract	Abstract electronics concepts are difficult to develop because the phenomena of interest cannot be readily observed. Visualisation skills support learning about electronics and can be applied at different levels of representation and understanding (observable, symbolic and abstract). Providing learners with opportunities to make transitions between these representations and levels can enhance learning. This case study research explores the use of multiple representations in the development of electronics concepts. It focuses on the close observation of learning in context and draws on the findings from semi-structured interviews. The findings show that applying appropriate modelling and simulating strategies enhance the procedures of learning through the learner's active agency. Four emergent cognitive profiles, which were shown to characterise learning, describe the different ways participants understood electronics concepts. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01