Can generating representations enhance learning with dynamic visualizations

By Z. Zhang, Marcia C. Linn. 2011

152 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/60336734658c25f746b52182db118fe0a6dd02f4

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “For example, Zhang and Linn (2011) compared middle school students who were asked to draw while using a simulation of molecular reactions to students who received additional time with the simulation.”
Drawing to reason and learn in science (2020, background): “Other studies (Stieff, 2011; Zhang & Linn, 2011) have shown marginal learning gains from coupling drawing with dynamic visualizations of complex molecular structures in high school chemistry.”
Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, result): “…with previous research (Ardac & Akaygun, 2005; Jones, Jordon, & Stillings, 2001; Sanger, Phelps, & Fienhold, 2000; Williamson & Abraham, 1995; Zhang & Linn, 2011), the results suggest that the dynamic visualizations have a significant advantage over static illustrations when teaching the…”
Virtual and remote labs in education: A bibliometric analysis (2016, background): “Regarding the particular advantages virtual labs have, they support experimentation about unobservable phenomena, such as thermodynamics, chemical reactions, or electricity [31, 32, 33, 34, 35, 36, 37].”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “…them for critique in a coherent fashion should not be limited to textual writing and oral presentation (Chang & Chang;2013; Chen, Hand, & McDowell, 2013; Gobert & Clement, 1999; Kozma, 2003; Radinsky, 2008; Waldrip, Prain, & Carolan, 2010; White & Pea, 2011; Wu & Krajcik, 2006; Zhang & Linn, 2011).”
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research (2015, background): “…ability to observe otherwise unobservable phenomena (Zacharia& Constantinou, 2008; Deslauriers & Wieman, 2011; Jaakkola, Nurmi, & Veermans, 2011; Zhang & Linn, 2011), less setup time and faster results (Zacharia, Olympiou, & Papaevripidou, 2008), minimization of distractions, authentic…”