Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

By Michelle Cook. 2006

595 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1af47ea8a1aa6203b43585e5c270d1b5b581d9c3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kihyun Ryoo
2. Noraffandy Yahaya
3. Noor Dayana Abd Halim
4. Marcia C. Linn
5. Nor Farhah Binti Saidin
6. William A. Sandoval
7. E. Michael Nussbaum
8. D. Zeidler

In Education

1. Kihyun Ryoo
2. Marcia C. Linn
3. William A. Sandoval
4. E. Michael Nussbaum
5. D. Zeidler
6. Troy D. Sadler
7. Michael J. Hannafin
8. Dawn R. Johnson

In Experimental and Cognitive Psychology

1. Kihyun Ryoo
2. Marcia C. Linn

Citations in the corpus

• A review of research on augmented reality in education: Advantages and applications (2015, background): “Visualization technologies provide a means for making visible phenomena that are too small, large, fast or slow to see with the unaided eye (Cook, 2006).”
• Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, background): “In particular, several studies show that students with low prior knowledge often find dynamic visualizations that illustrate complex scientific processes difficult to comprehend (Cook, 2006; Lowe, 2003; Yarden & Yarden, 2010).”