Abstract
Law EncodingDiagrams, LEDs, may be an effective approach to promotingconceptual learning in science. This paper considers why by decomposing the problem of what makes science hard to learn into five generaldifficulties. How LEDs may address each of these difficulties areconsidered in the context of a novel class of LEDs for electricity, AVOW diagrams. Further, thedesign requirements of ITSs that exploit LEDs can be analysed in terms of the difficulties, as illustrated by the description of the positivefeatures and limitations of a computer based learning environment that has been built to exploit AVOWdiagrams for learning about electricity.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Anderson, J. R., Corbett, A., T., Koedinger, K., R., Pelletier, R.: Cognitive Tutors: Lessons Learned. The Journal Of The Learning Sciences, 4(2) (1995) 167–207
Bechtel, W., Richardson, R. C.: Discovering complexity. Princeton University Press, Princeton, NJ (1991)
Cheng, P. C.-H.: Scientific Discovery with Law Encoding Diagrams. Creativity Research Journal 9(2&3) (1996) 145–162
Cheng, P. C.-H.: Law Encoding Diagrams for Instructional Systems. Journal of Artificial Intelligence in Education 7(1) (1996) 33–74
Cheng, P. C.-H.: Learning Qualitative Relations in Physics with Law Encoding Diagrams. In: Cottrell G. (ed.): Proceedings of the 18th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum, Hillsdale, NJ (1996) 512–517
Cheng, P. C.-H.: Interactive Law Encoding Diagrams for Learning and Instruction. Learning and Instruction (in press)
Cheng, P. C.-H., & Simon, H. A.: Scientific Discovery and Creative Reasoning with Diagrams. In: Smith, S., Ward, T., Finke, R. (eds.): The Creative Cognition Approach. MIT Press, Cambridge, MA. (1995) 205–228
Chi, M. T. H., Slotta, J. D., de Leeuw, N.: From things to processes: A Theory of Conceptual Change for Learning Science Concepts. Learning and Instruction. 4 (1994) 27–43
Duit, R., Jung, W., & von Rhšneck, C. (eds.): Aspects of Understanding Electricity. Institute for the Pedagogy of Natural Science, University of Kiel (1984)
Egan, D. E., Schwartz, B. J.: Chunking in Recall of Symbolic Drawings. Memory and Cognition 7(2) (1979) 149–158
Halford, G.: Children’s Understanding. Lawrence Erlbaum, Hillsdale, NJ (1993)
Hewitt, P.: Conceptual Physics. 3rd ed. Harper Collins, New York, NY (1992)
Kotovsky, K., Hayes, J. R., Simon, H.A.: Why are Some Problems Hard? Cognitive Psychology 17 (1985) 248–294
Larkin, J. H., Simon, H. A.: Why a Diagram is (Sometimes) Worth Ten Thousand Words. Cognitive Science 11 (1987) 65–99
Lesgold, A., Lajoie, S., Bunzo, M., Eggan, G.: Sherlock: A Coached Practice Environment for an Electronics Troubleshooting Job. In: Larkin, J., Carboy, R. (eds.): Computer Assisted Instruction and Intelligent Tutoring Systems. Lawrence Erlbaum Associates, Hillsdale, NJ (1992) 201–238
Simon, H.A.: Sciences of the Artificial. 2nd ed. MIT Press, Cambridge, MA (1981)
Reif, F.: Interpretation of Scientific or Mathematical Concepts: Cognitive Issues and Instructional Implications. Cognitive Science 11 (1987) 395–416
Slotta, J. D., Chi, M. T. H.: Understanding Constraint-Based Processes: A Precursor to Conceptual Change in Physics. In: Cottrell, G. W. (ed.): Proceedings of the 18th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum, Hillsdale, NJ (1996) 306–311
White, B.: ThinkerTools: Causal Models, Conceptual Change, and Science Education. Cognition and Instruction 10(1) (1993) 1–100
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1998 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Cheng, P.CH. (1998). Some Reasons Why Learning Science is Hard: Can Computer Based Law Encoding Diagrams Make It Easier?. In: Goettl, B.P., Halff, H.M., Redfield, C.L., Shute, V.J. (eds) Intelligent Tutoring Systems. ITS 1998. Lecture Notes in Computer Science, vol 1452. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-68716-5_15
Download citation
DOI: https://doi.org/10.1007/3-540-68716-5_15
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-64770-6
Online ISBN: 978-3-540-68716-0
eBook Packages: Springer Book Archive