Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
349259 | Computers & Education | 2010 | 14 Pages |
Abstract
This study examines the interactions between problem solving and conceptual change in an elementary science class where students build system dynamic models as a form of problem representations. Through mostly qualitative findings, we illustrate the interplay of three emerging intervening conditions (epistemological belief, structural knowledge and domain knowledge), the choice of learning strategy and the learning outcomes through a theoretical model.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Chwee Beng Lee,