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Physical models can provide superior learning opportunities beyond the benefits of active engagements
16 references·0 citing·41 second hop
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References

  • 1956The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,866 cited
  • 1994The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,469 cited
  • 1988Cognitive Load During Problem Solving: Effects on Learning12,413 cited
  • 2014Active learning increases student performance in science, engineering, and mathematics10,793 cited
  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses7,160 cited
  • 2013Next Generation Science Standards: For States, By States6,725 cited
  • 1998Cognitive Architecture and Instructional Design6,167 cited
  • 1991Why is science difficult to learn? Things are seldom what they seem1,392 cited
  • 1985The initial knowledge state of college physics students1,076 cited
  • 2004Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture1,052 cited
  • 2011Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology975 cited
  • 1997Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena779 cited
  • 2012Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering691 cited

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2001
Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom
631 cited
  • 2010Academically Adrift566 cited
  • 2000The Roles of Representations and Tools in the Chemistry Laboratory and Their Implications for Chemistry Learning406 cited
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