Titlebook: Learning Electricity and Electronics with Advanced Educational Technology; Michel Caillot Conference proceedings 1993 Springer-Verlag Berl

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書目名稱Learning Electricity and Electronics with Advanced Educational Technology影響因子(影響力)




書目名稱Learning Electricity and Electronics with Advanced Educational Technology影響因子(影響力)學(xué)科排名




書目名稱Learning Electricity and Electronics with Advanced Educational Technology網(wǎng)絡(luò)公開度




書目名稱Learning Electricity and Electronics with Advanced Educational Technology網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Learning Electricity and Electronics with Advanced Educational Technology被引頻次




書目名稱Learning Electricity and Electronics with Advanced Educational Technology被引頻次學(xué)科排名




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書目名稱Learning Electricity and Electronics with Advanced Educational Technology年度引用學(xué)科排名




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書目名稱Learning Electricity and Electronics with Advanced Educational Technology讀者反饋學(xué)科排名

Parley

來(lái)自于

歌曲

Computerized Analysis of Students’ Ability to Process Information in the Area of Basic ElectricityThe students’ preexisting knowledge structure was found to be more important for the solution of the tasks than the given feedback. To improve students’ learning performance, special learning sequences for restricted domains will be developed.

EWE

0258-1248 g together researchers coming from different domains. Electricity education is a domain where a lot of research has already been made. The first meeting on electricity teaching was organized in 1984 by R. Duit, W. Jung and C. von Rhoneck in Ludwigsburg (Germany). Since then, research has been going

流利圓滑

事物的方面

Introductiontricity teaching was organized in 1984 by R. Duit, W. Jung and C. von Rh?neck in Ludwigsburg (Germany). Since then, research has been going on and we can consider that the workshop was the successor of this first meeting.

清洗

饒舌的人

Using Computer-Based Questionnaires to Diagnose Students’ Models of Electricityes could be constructed for many other scientific areas. Comparing students’ use of the computer questionnaires with interviews about the problems suggests that the diagnoses produced resemble students’ beliefs, and that the diagnoses have encouraged students to re-examine their approach to the problems.

Pillory

gle motor responses. This was unusual as generally a positive wave accompanies the termination of an overt response. Systematic studies soon revealed that a pronounced negativity develops, whenever expectations of relevant predictions are not fulfilled, whenever there is a need for ongoing processin