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Depicting Invisible Processes: The Influence of Molecular-Level Diagrams in Chemistry Instruction |
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 Davenport, J., McEldoon, K., Klahr, D. (2007). Depicting invisible processes: The influence of molecular-level diagrams in chemistry instruction. 29th Annual Meeting of the Cognitive Science Society.
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Abstract
Most of what we know about the effects of diagrams in instruction comes from domains in which diagrams depict entities and procedures that are largely accessible to human’s unaided perceptual processes (e.g., mechanical systems such as bicycle pumps, drum brakes, pulleys, or the heart and lung system).
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Enhancing Traditional Classroom Instruction with a Web-based Statics Course |
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Dollár, A., Steif, P.S. (2007). Enhancing traditional classroom instruction with a web-based statics course. Frontiers in Education, Milwaukee, Wisconsin, October 2007
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Abstract
A web-based Statics course is being developed by the authors as part of the Open Learning Initiative (OLI) at Carnegie Mellon University. This paper highlights the potential opportunities of online learning materials to enhance a traditional lecture-based course.
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Improving Animation Tutorials by Integrating Simulation, Assessment, and Feedback to Promote Active Learning |
Pagliano, O., Brown, W. E., Rule, G., & Bajzek, D. (2007) Improving animation tutorials by integrating simulation, assessment, and feedback to promote active learning. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Reprinted with permission of AACE (http://www.aace.org).
A multidisciplinary team of biologists, media programmers and educators have been constructing detailed animated tutorials describing complex biological processes to facilitate students’ understanding in the Modern Biology and Biochemistry courses at CMU. This paper describes the evolution of these tutorials into active learning environments.
Abstract
We have integrated feedback techniques relying on mathematical models within simulations to provide problem-based learning interactions and promote a deeper understanding.
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Creation of an Online Stoichiometry Course |
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Yaron, D., Evans, K., Cuadros, J., Karabinos, M. (2006). Creation of an online stoichiometry course that melds scenario based leaning with virtual labs and problem-solving tutors. CONFCHEM. Online Conference, Spring 2006.
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Abstract
This paper will discuss an online review course in stoichiometry aimed at students who are about to enter college chemistry and need a review of this important foundation material. |
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Constructing Computer Models to Provide Accurate Visualizations and Authentic Online Laboratory Experiences in an Introductory Biochemistry Course. |
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Bajzek, D., Burnette, J. & Rule, G. (2006). Constructing computer models to provide accurate visualizations and authentic online laboratory experiences in an introductory biochemistry course. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 14-19). Chesapeake, VA: AACE.
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Abstract
The goal of science courses is to aid the students in understanding the underlying physical laws that are responsible for observed phenomena. Meeting this goal is especially challenging in biology courses due to the complexity of the systems involved and the spatial and temporal nature of many biochemical processes. In the case of our introductory biochemistry course, we have designed a number of technology-based enhancements to assist students in developing more complete understanding of many fundamental processes in biochemistry. Our paper describes the process and pedagogic goals followed in creating these animations, tutorials, simulations and other dynamic models; and how they can be deployed in a hybrid lecture based course. |
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The Influence of Molecular Diagrams on Chemistry Learning |
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Davenport, J., Klahr, D., Koedinger, K. (2007). The influence of molecular diagrams on chemistry learning. European Association for Research on Learning and Instruction.
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Abstract
Do diagrams during instruction always improve learning? Well-controlled studies in cognitive psychology labs have shown that adding a picture to text increases performance on transfer tests (e.g., Mayer, 1999), and researchers have suggested that coordinating multiple representations can lead to deep conceptual understanding (e.g., Ainsworth, 2006). In the current study, we investigated whether diagrams would lead to improved learning when they are incorporated into a required homework assignment in a college chemistry course.
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Tis better to construct than to receive? |
 The effects of diagram tools on causal reasoning.
Easterday, M.W., Aleven, V., & Scheines, R. (forthcoming). Tis better to construct than receive: The effects of diagramming tools on learning to analyze social policy. Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED- 2007).
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Abstract
Previous research on the use of diagrams for argumentation instruction has highlighted, but not conclusively demonstrated, their potential benefits. We examine the relative benefits of using diagrams and diagramming tools to teach causal reasoning about public policy.
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Teaching the Normative Theory of Causal Reasoning |
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Scheines, R., Easterday, M., Danks, D. (2007). Teaching the normative theory of causal reasoning, in Causal learning: Psychology, Philosophy, Computation, Alison Gopnik and Laura Schultz, editors, New York: Oxford University Press.
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Abstract
There is now substantial agreement about the representational component of a normative theory of causal reasoning: Causal Bayes Nets. There is less agreement about a normative theory of causal discovery from data, either computationally or cognitively, and almost no work investigating how teaching the Causal Bayes Nets representational apparatus might help individuals faced with a causal learning task.
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Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard |
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Brown, W. E., Lovett, M., Bajzek, D., & Burnette, J. M. (2006). Improving the feedback cycle to improve learning in introductory biology using the digital dashboard. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Reprinted with permission of AACE (http://www.aace.org).
Abstract
At Carnegie Mellon we are integrating timely and targeted feedback for the students and real-time student progress reports for the instructor to create an online learning environment that engages the student, improves learning and allows immediate adaptation of instruction.
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