Search results for author:"Thomas F. Shipley"
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Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning
Jennifer G. Cromley; Bradley W. Bergey; Shannon Fitzhugh; Nora Newcombe; Theodore W. Wills; Thomas F. Shipley; Jacqueline C. Tanaka
Learning and Instruction Vol. 26, No. 1 (August 2013) pp. 45–58
Can students be taught to better comprehend the diagrams in their textbooks? Can such teaching transfer to uninstructed diagrams in the same domain or even in a new domain? What methods work best for these goals? Building on previous research...
Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal?
William Zahner; Ting Dai; Jennifer G. Cromley; Theodore W. Wills; Julie L. Booth; Thomas F. Shipley; Waldemar Stepnowski
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 131–141
We investigate the strategies used by 64 advanced secondary mathematics students to identify whether a given pair of polynomial representations (graphs, tables, or equations) corresponded to the same function on an assessment of coordinating...
Drawing on Experience: How Domain Knowledge Is Reflected in Sketches of Scientific Structures and Processes
Benjamin D. Jee; Dedre Gentner; David H. Uttal; Bradley Sageman; Kenneth Forbus; Cathryn A. Manduca; Carol J. Ormand; Thomas F. Shipley; Basil Tikoff
Research in Science Education Vol. 44, No. 6 (December 2014) pp. 859–883
Capturing the nature of students' mental representations and how they change with learning is a primary goal in science education research. This can be challenging in spatially intense domains, such as geoscience, architecture, and engineering. ...