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Conference Paper: Scaffolding Scientific Conceptualization: Multiple Representation and Multilevel Visualization Using an Iconic Modelling Tool

TitleScaffolding Scientific Conceptualization: Multiple Representation and Multilevel Visualization Using an Iconic Modelling Tool
Authors
Issue Date2002
PublisherIEEE Computer Society.
Citation
International Conference on Computers in Education Proceedings, Auckland, New Zealand, 3-6 December 2002, v. 1, p. 257-261 How to Cite?
AbstractDifficulties in the teaching and learning of scientific concepts and theories have been well documented in many areas of science, including the physical and life sciences, over the last two decades. Different psychological theories have been put forward as explanatory models for such difficulties. However, another perspective for understanding such learning difficulties and consequently to better support learning is to understand the relationship between the theories and the phenomena they explain. Often, scientific theories involve the postulation of explanatory models that operate at an entirely different level (or scale) in terms of the magnitude and time span from the natural phenomena that it seeks to explain. This paper elaborates the challenges to learning that this poses and introduces how an iconic modeling tool, WorldMaker, can scaffold conceptualization in the learning of a variety of scientific theories.
Persistent Identifierhttp://hdl.handle.net/10722/47025

 

DC FieldValueLanguage
dc.contributor.authorLaw, NWYen_HK
dc.date.accessioned2007-10-30T07:04:35Z-
dc.date.available2007-10-30T07:04:35Z-
dc.date.issued2002en_HK
dc.identifier.citationInternational Conference on Computers in Education Proceedings, Auckland, New Zealand, 3-6 December 2002, v. 1, p. 257-261en_HK
dc.identifier.urihttp://hdl.handle.net/10722/47025-
dc.description.abstractDifficulties in the teaching and learning of scientific concepts and theories have been well documented in many areas of science, including the physical and life sciences, over the last two decades. Different psychological theories have been put forward as explanatory models for such difficulties. However, another perspective for understanding such learning difficulties and consequently to better support learning is to understand the relationship between the theories and the phenomena they explain. Often, scientific theories involve the postulation of explanatory models that operate at an entirely different level (or scale) in terms of the magnitude and time span from the natural phenomena that it seeks to explain. This paper elaborates the challenges to learning that this poses and introduces how an iconic modeling tool, WorldMaker, can scaffold conceptualization in the learning of a variety of scientific theories.en_HK
dc.format.extent308689 bytes-
dc.format.extent1850 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypetext/plain-
dc.languageengen_HK
dc.publisherIEEE Computer Society.en_HK
dc.relation.ispartofInternational Conference on Computers in Education Proceedings-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rights©2002 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.en_HK
dc.titleScaffolding Scientific Conceptualization: Multiple Representation and Multilevel Visualization Using an Iconic Modelling Toolen_HK
dc.typeConference_Paperen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1109/CIE.2002.1185919en_HK
dc.identifier.hkuros78157-

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