Is physicality an important aspect of learning through science experimentation among kindergarten students

By Zacharias C. Zacharia, Eleni Loizou, Marios Papaevripidou. 2012

100 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d76d13224ce3e5d34d856cea4a0a250dcb444bec

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. Tamara van Gog
2. Fred Paas
3. James R. Brinson
4. Wim T. J. L. Pouw
5. John Sweller
6. J. V. van Merriënboer
7. Paul A. Kirschner
8. Femke C. Kirschner

In Education

1. Tamara van Gog
2. Fred Paas
3. James R. Brinson
4. Wim T. J. L. Pouw
5. John Sweller
6. J. V. van Merriënboer
7. Paul A. Kirschner
8. Femke C. Kirschner

In Experimental and Cognitive Psychology

1. Tamara van Gog
2. Fred Paas
3. James R. Brinson
4. Wim T. J. L. Pouw
5. John Sweller
6. J. V. van Merriënboer
7. Paul A. Kirschner
8. Richard E. Mayer

Citations in the corpus

• An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “Furthermore, when increasing the quantity or complexity of these visually unattainable features (providing that they are not already grounded in previous experiences; Zacharia et al. 2012), one would predict that physical manipulation becomes beneficial to text comprehension.”
• Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research (2015, methodology): “At a deeper pedagogical level, they can capitalize on tactile information that cognitive research shows cultivates conceptual knowledge development (Barsalou, 2008; Zacharia et al., 2012).”