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Agent-based models versus video-based visualizations to learn nanoscience concepts: An embodied cognition perspective

Year: 2016

Type: article

Abstract: This paper reports on study that investigated the use of two different learning technologies, Agent-Based Models (ABMs) and video-based visualizations, for learning nanoscience. The design of the study was informed by an embodied cognition perspective. In order to help students learn important nanoscience concepts related to size-dependent property, two different treatment conditions were developed:(a) working with two different ABMs, and (b) watching two video-based visualizations. The paper describes the theoretical rationale for the treatment conditions, the study, learning outcomes, and implications of this research for learning challenging scientific ideas about nanoscience.

Source: QUT ePrints (Queensland University of Technology)

Authors: Polly K. Lai, Michael J. Jacobson, Lina Markauskaitė

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: University of Sydney

OpenAlex ID: W2926406148

FWCI:

Cites: 30

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Related to: 10