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Peer reviewed Peer reviewed
ERIC Number: EJ608443
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0360-1315
EISSN: N/A
Available Date: N/A
Unlocking Conceptual Learning in Mathematics and Science with Effective Representational Systems.
Cheng, Peter C.-H.
Computers & Education, v33 n2-3 p109-30 Sep-Nov 1999
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. (Contains 43 references.) (Author/LRW)
Descriptors: Computer Assisted Instruction, Concept Formation, Knowledge Representation, Learning Processes, Mathematics Instruction, Science Instruction
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A