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Challenges in designing appropriate scaffolding to improve students’ representational consistency: The case of a Gauss’s law problem
16 references·5 citing·39 second hop
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References

  • 1956The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,773 cited
  • 1988Cognitive Load During Problem Solving: Effects on Learning10,975 cited
  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1973Perception in chess4,482 cited
  • 1992Force concept inventory3,233 cited
  • 2004Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture1,052 cited
  • 1990Functions, Graphs, and Graphing: Tasks, Learning, and Teaching1,040 cited
  • 1998Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula799 cited
  • 1998Student expectations in introductory physics689 cited
  • 2001Surveying students’ conceptual knowledge of electricity and magnetism677 cited
  • 1987Student difficulties in connecting graphs and physics: Examples from kinematics581 cited
  • 1989Images and Definitions for the Concept of Function507 cited
  • 2006Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment

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413 cited
  • 2003Students' Understanding of Direct Current Resistive Electrical Circuits361 cited
  • 2003Students’ understanding of direct current resistive electrical circuits321 cited
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    • 2019Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving51 cited
    • 2023Helping Students Become Proficient Problem Solvers Part I: A Brief Review48 cited
    • 2017Impact of the second semester University Modeling Instruction course on students’ representation choices45 cited
    • 2020Holistic framework to help students learn effectively from research-validated self-paced learning tools24 cited