Spatial Learning and Computer Simulations in Science
Abstract/Contents
- Abstract
- Interactive simulations are entering mainstream science education. Their effects on cognition and learning are often framed by the legacy of information processing, which emphasized amodal problem solving and conceptual organization. In contrast, this paper reviews simulations from the vantage of research on perception and spatial learning, because most simulations take a spatial format and the pedagogical intent is to promote learning. Four learning effects help clarify the positive and negative aspects of current simulation designs: picture superiority, noticing, structuring, and tuning.
Description
| Type of resource | text |
|---|---|
| Date created | 2009 |
Creators/Contributors
| Author | Lindgren, Robb | |
|---|---|---|
| Author | Schwartz, Daniel L. |
Subjects
| Subject | Computer simulations |
|---|---|
| Subject | Perceptual learning |
| Subject | Spatial Learning |
| Subject | Undergraduate |
| Genre | Article |
Bibliographic information
| Related Publication | Lindgren, R., Schwartz, D.L. (2009). Spatial Learning and Computer Simulations in Science. International Journal of Science Education, 31(3). DOI: 10.1080/09500690802595813 |
|---|---|
| Related item |
|
| Location | https://purl.stanford.edu/gc177mc9158 |
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Collection
Graduate School of Education Open Archive
View other items in this collection in SearchWorksContact information
- Contact
- openarchive@gse.stanford.edu
Also listed in
Loading usage metrics...