Speaker
Jennifer Williams
(Rhodes University)
Description
Through an interpretation of Greeno’s model of the domains of problem-solving and the application of the theory of cognitive load, this paper shows why linking representations through a model aids understanding. The use of a drawing can help physics students to translate more easily between the abstract, concrete and symbolic representations of a physics problem. Physics teachers may find that an awareness of these theoretical underpinnings and their importance in assisting movement between representations informs the way in which they scaffold learning activities.
Level for award;(Hons, MSc, PhD, N/A)?
N/A
| Apply to be considered for a student ; award (Yes / No)? | No |
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Primary authors
Mrs
Kate Cobbing
(Rhodes University)
Mrs
Joyce Sewry
(Rhodes University)
Jennifer Williams
(Rhodes University)
