Effect of Bead and Illustrations Models on High School Students' Achievement in Molecular Genetics.

By Yosi Rotbain, G. Marbach‐Ad, Ruth Stavy. 2006

92 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/275a3ea225b0e5e8c61e5750a595bd7e83b7754b

How researchers see this paper

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In Developmental and Educational Psychology

1. S. Oh
2. P. Oh
3. Trevor R Anderson
4. Konrad J. Schönborn
5. M. Ibrahim
6. L. Yuanita

In Education

1. S. Oh
2. P. Oh
3. Trevor R Anderson
4. Konrad J. Schönborn
5. M. Ibrahim
6. L. Yuanita

In Social Psychology

1. S. Oh
2. P. Oh
3. Trevor R Anderson
4. Konrad J. Schönborn

Citations in the corpus

• What Teachers of Science Need to Know about Models: An overview (2011, background): “In a pragmatic sense, a model is often compared to a ‘bridge’ or regarded as a ‘mediator’ since a model plays a role of making a connection or transition between theory and phenomenon (Koponen, 2007; Morrison & Morgan, 1999; Rotbain et al., 2006).”
• A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, background): “Furthermore, aspects of work by Patrick, Carter, and Wiebe ( 2005 ) as well as Rotbain, Marbach‐Ad and Stavy ( 2006 ) have revealed particular reasoning difficulties relating to learners’ interpretation of ERs depicting DNA replication, while Cook, Carter and Wiebe (in press) and Rundgren ( 2006 ) h”