TheEffects of Learner-generated versus Computer- generated Representations on Physics Problem- solving.
- Price, Gwyneth A
- Graduate Program:
- Educational Psychology
- Doctor of Philosophy
- Document Type:
- Date of Defense:
- October 09, 2006
- Committee Members:
- Robert James Stevens, Committee Chair/Co-Chair
Peggy Noel Van Meter, Committee Chair/Co-Chair
Rayne Audrey Sperling, Committee Member
John Daniel Marshall, Committee Member
- multiple representations
- In this study, multiple external representations and Generative Learning Theory were used to design instruction that would facilitate physics learning. Specifically, the study looks at the learning differences that may occur when students are engaged in generating a graphical representation as compared to being presented with a computer-generated graph. It is hypothesized that by generating the graphical representation students will be able to overcome obstacles to integration and determine the relationships involved within a representation. In doing so, students will build a more complete mental model of the situation and be able to more readily use this information in transfer situations, thus improving their problem solving ability. Though the results of this study do not lend strong support for the hypothesis, the results are still informative and encouraging. Though several of the obstacles associated with learning from multiple representations such as cognitive load were cause for concern, those students with appropriate prior knowledge and familiarity with graphical representations were able to benefit from the generative activity. This finding indicates that if the issues are directly addressed within instruction, it may be that all students may be able to benefit from being actively engaged in generating representations.