Titlebook: Advanced Educational Technologies for Mathematics and Science; David L. Ferguson Conference proceedings 1993 Springer-Verlag Berlin Heidel

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,Die Zahlungsbedingungen im Exportgesch?ft,sue is to know if the student model has taken into account the results of research in physics education. Different kinds of modeling have been proposed in order to explain the student errors: mental models, sequential reasoning and electrical circuit prototypes.

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https://doi.org/10.1007/978-3-663-16362-6more complex and realistic phenomena, and to advance student orientation of physics instruction. Several examples from high school physics courses working with the modeling system Stella show how this didactic potential can be realized in the classroom. The effects of computer aided modeling on phys

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Die Entstehung einer Stiftung & Co. KG,introduction to science. An important part of the problem, it is argued, lies not so much in how we teach science, but in what we teach. It is argued that the principal outcomes of science education should be appropriate mental models of the phenomena of the various science domains. Intelligent tuto

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https://doi.org/10.1007/978-3-658-23853-7der study are inherently dynamic in nature. Active interaction of students in model construction followed with the experimentation phase turns the computer into a discovery-oriented learning platform..The STELLA software package which is the outgrowth of Forrester’s system dynamics concepts and WING