Search results for author:"Martina A. Rau"
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Enhancing Undergraduate Chemistry Learning by Helping Students Make Connections among Multiple Graphical Representations
Chemistry Education Research and Practice Vol. 16, No. 3 (July 2015) pp. 654–669
Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that...
Making Connections among Multiple Visual Representations: How Do Sense-Making Skills and Perceptual Fluency Relate to Learning of Chemistry Knowledge?
Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 2 (2018) pp. 209–243
To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) "sense-making skills" that...
Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations
Learning and Instruction Vol. 55, No. 1 (June 2018) pp. 93–104
This paper investigates whether prompting students to draw their own visual representations enhances students’ learning from technology-based instructional activities with visual representations. Seventy-two undergraduate students were randomly...
Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 98–114
Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research ...
How instructors frame students' interactions with educational technologies can enhance or reduce learning with multiple representations
Computers & Education Vol. 128, No. 1 (January 2019) pp. 199–213
Instructors in STEM classrooms often frame students' interactions with technologies to help them learn content. For instance, in many STEM domains, instructors commonly help students translate physical 3D models into 2D drawings by prompting them to ...
Computers & Education Vol. 109, No. 1 (June 2017) pp. 38–55
Undergraduate STEM instruction increasingly uses educational technologies to support problem-solving activities. Educational technologies offer two key features that may make them particularly effective. First, most problem-solving activities...
Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry
Computers & Education Vol. 82, No. 1 (2015) pp. 460–485
Making connections between graphical representations is integral to learning in science, technology, engineering, and mathematical (STEM) fields. However, students often fail to make these connections spontaneously. Intelligent tutoring systems ...
Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not
Journal of Chemical Education Vol. 94, No. 10 (2017) pp. 1406–1414
Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These "active learning" models comprise an extremely heterogeneous set of...