Geometry: Difference between revisions
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*[[Help_Lite (Aleven, Roll)|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]] | *[[Help_Lite (Aleven, Roll)|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]] | ||
*[[Does learning from worked-out examples improve tutored problem solving? | Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]] | *[[Does learning from worked-out examples improve tutored problem solving? | Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]] | ||
* [[The_Help_Tutor__Roll_Aleven_McLaren|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]] [Also in Interactive Communication] | |||
* [[Composition_Effect__Kao_Roll|What is difficult about composite problems? (Kao, Roll)]] | |||
Revision as of 21:40, 31 March 2008
The Geometry LearnLab course is described here.
Numerous studies in the Geometry LearnLab course can be found in all three of the research clusters: Coordinative Learning, Interactive Communication, and Refinement and Fluency.
Geometry Learnlab Studies:
- Contiguous Representations for Robust Learning (Aleven & Butcher)
- Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
- Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
- Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
- Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)
- Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)
- Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren) [Also in Interactive Communication]
- What is difficult about composite problems? (Kao, Roll)