Precollege Electrical Engineering Instruction Do Abstract or 前大学电气程指令做抽象或.pptVIP

下载本文档

4
0
约5.03千字
约 12页
2018-06-19 发布于福建
举报
版权申诉

Precollege Electrical Engineering Instruction Do Abstract or 前大学电气程指令做抽象或.ppt

1、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

Precollege Electrical Engineering Instruction Do Abstract or 前大学电气程指令做抽象或

Pre-college Electrical Engineering Instruction: Do Abstract or Contextualized Representations Promote Better Learning? Dr. Roxana Moreno, University of New Mexico Dr. Martin Reisslein, Arizona State University Dr. Gamze Ozogul, Arizona State University Frontiers in Education, October 18 - 21, 2009, San Antonio, TX Pre-College Engineering Education The K-12 school audience has been identified as a key target for improving engineering education. Investigating methods that can help increase the performance and enthusiasm of pre-college students is a major focus. How to help pre-college students develop problem-solving skills and positive perceptions towards engineering education? A promising technique shown to promote problem-solving skills in well-structured domains such as physics or mathematics is worked-example instruction. Two Conflicting Hypotheses Contextualized Representations Promote Learning Realistic problem representations that are anchored in learners past experiences promote learning by activating prior knowledge that relates to the problem. Predictions: C group will show higher transfer, lower difficulty perceptions, higher perceptions of the program usefulness, especially of the problem representations. Abstract Representations Promote Learning Abstract problem representations help learners focus on relevant (structural) rather than irrelevant problem information (superficial) Predictions: A group will show higher transfer, lower difficulty perceptions, higher perceptions of the program usefulness, especially of the problem representations. Research Questions Does contextualizing problems during worked-example instruction promote the near and/or far transfer of the principles learned? Does contextualizing problems during worked-example instruction affect students’ ability to represent novel problems? Does contextualizing problems during worked- example instruction affect students’ learning perceptions? Method Participants 86 pre-col