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Students' communications with iconic representations of numerical simulations bridging gaps of knowledge and theories
PROCEEDINGS

, Fachbereich Mathematik-Informatik, Univ. Bremen, Germany

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Scientific, computer based simulations are regarded as instructive for learning about the bahaviour of complicated systems, machines and phenomena. These numerical simulations are often used to bridge gaps of knowledge or points which cannot be fully explained theoretically at all. As such, they supplement and partially replace language. Analyzing the language students use who are confronted with such simulations reveal chances of exploiting dynamic visualizations of simulations for students’ critical faculty and constructive thought processes.

Citation

Halverscheid, S. (2005). Students' communications with iconic representations of numerical simulations bridging gaps of knowledge and theories. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3902-3907). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2019 from .

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