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dc.contributor.authorKohnle, Antje
dc.contributor.authorAinsworth, Shaaron
dc.contributor.authorPassante, Gina
dc.date.accessioned2021-01-08T17:30:01Z
dc.date.available2021-01-08T17:30:01Z
dc.date.issued2020-12
dc.identifier.citationKohnle , A , Ainsworth , S & Passante , G 2020 , ' Sketching to support visual learning with interactive tutorials ' , Physical Review Physics Education Research , vol. 16 , no. 2 , 020139 . https://doi.org/10.1103/PhysRevPhysEducRes.16.020139en
dc.identifier.issn2469-9896
dc.identifier.otherPURE: 265382027
dc.identifier.otherPURE UUID: 95261ab5-b1f8-443c-b51f-14d1c8e8d4a1
dc.identifier.otherORCID: /0000-0003-2638-4826/work/86537229
dc.identifier.otherWOS: 000595863200003
dc.identifier.otherScopus: 85099333920
dc.identifier.urihttp://hdl.handle.net/10023/21249
dc.description.abstract[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This manuscript discusses how learning theories have been applied to shape multiple aspects of the design of curricular activities combining interactive computer simulations and University of Washington style tutorials (so-called simulation-tutorials). When considering the curriculum goals (what to teach), we drew on theories of representational competence and learning with multiple representations. When considering how to teach, we drew on theories of constructivism and sketching to learn, leveraging the advantages of sketching as a constructive process that requires students to make their current understanding explicit in visual form, to make specific choices in order to make their ideas concrete, and to organize information to support deep processing. When considering when and why to sketch, we drew upon theories of representational competence, learning with multiple representations and inventing to prepare for future learning to describe six distinct purposes of sketching both prior to and while working with the simulation. This is illustrated by presenting specific sketching tasks to show how theory informed the design and the sequencing of the tasks. We followed a design-based research method, working at two institutions in two countries and with multiple cohorts of students to understand, and where necessary improve, the design of these activities, primarily basing our decisions on the sketches that students had created. The key message of this research is that the design and sequencing of sketching tasks needs to be carefully matched to the pedagogical rationale and that theory can shape these decisions in many ways.
dc.format.extent21
dc.language.isoeng
dc.relation.ispartofPhysical Review Physics Education Researchen
dc.rightsCopyright © 2020 the Author(s). Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.en
dc.subjectLB Theory and practice of educationen
dc.subjectQC Physicsen
dc.subjectT-NDASen
dc.subject.lccLBen
dc.subject.lccQCen
dc.titleSketching to support visual learning with interactive tutorialsen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews.School of Physics and Astronomyen
dc.identifier.doihttps://doi.org/10.1103/PhysRevPhysEducRes.16.020139
dc.description.statusPeer revieweden
dc.identifier.urlhttps://journals.aps.org/prper/collections/curriculum-development-theory-into-designen


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