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A web-based learning system for reconceptualization : basic electric circuits

This paper describes a learning system using an approach to induce hierarchical cognition for reconceptualization in Basic Electric Circuits. The concept-building model, which ascribes interactive multimedia to cognitive processes, is built upon the knowledge framework as a basis to design learners’...

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Main Author: Yahaya, Nazli
Format: Conference or Workshop Item
Language:English
Published: 2003
Subjects:
TK Electrical engineering. Electronics Nuclear engineering
Online Access:http://eprints.utm.my/id/eprint/2117/1/NYahya2003_Lab_Based_Learning_System.pdf
http://eprints.utm.my/id/eprint/2117/
http://dx.doi.org/10.1109/ITRE.2003.1270693
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spelling my.utm.21172017-08-30T12:29:41Z http://eprints.utm.my/id/eprint/2117/ A web-based learning system for reconceptualization : basic electric circuits Yahaya, Nazli TK Electrical engineering. Electronics Nuclear engineering This paper describes a learning system using an approach to induce hierarchical cognition for reconceptualization in Basic Electric Circuits. The concept-building model, which ascribes interactive multimedia to cognitive processes, is built upon the knowledge framework as a basis to design learners’ interaction at the interface. Cognitive processes are systematically activated over increasing levels of cognition and matched with learner activities of increasing complexity. The four-phase learning approach, namely, @cognitive conflict, (ii)testing presented new knowledge, (iii)discriminating new and old knowledge, and, (iv) declaring and articulating new concepts, is included in the cognition hierarchy of the concept-building model. Sensory activities of reading and observing an interface which are predominantly text, graphics and animations, of electrical phenomena stimulates conceptual recall as preparation for subsequent metacognitive activities involving increasing physical interactions at the interface. High learnercontrolled activities include encompass reading text guide, dragging and dropping graphical objects to specified coordinates, observing effects of construction, and entering input of voltage measurements. Interactive discussions of question and answer options buttons with explanatory feedback prompts help learners to mentally discriminate and clarify their new knowledge. As a final measure for cognitive consolidation, learners write opinions to contend true or false assertions of the different aspects of electrical concepts 2003-08 Conference or Workshop Item NonPeerReviewed application/pdf en http://eprints.utm.my/id/eprint/2117/1/NYahya2003_Lab_Based_Learning_System.pdf Yahaya, Nazli (2003) A web-based learning system for reconceptualization : basic electric circuits. In: SCOReD 2003, Putrajaya. http://dx.doi.org/10.1109/ITRE.2003.1270693
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic TK Electrical engineering. Electronics Nuclear engineering
spellingShingle TK Electrical engineering. Electronics Nuclear engineering
Yahaya, Nazli
A web-based learning system for reconceptualization : basic electric circuits
description This paper describes a learning system using an approach to induce hierarchical cognition for reconceptualization in Basic Electric Circuits. The concept-building model, which ascribes interactive multimedia to cognitive processes, is built upon the knowledge framework as a basis to design learners’ interaction at the interface. Cognitive processes are systematically activated over increasing levels of cognition and matched with learner activities of increasing complexity. The four-phase learning approach, namely, @cognitive conflict, (ii)testing presented new knowledge, (iii)discriminating new and old knowledge, and, (iv) declaring and articulating new concepts, is included in the cognition hierarchy of the concept-building model. Sensory activities of reading and observing an interface which are predominantly text, graphics and animations, of electrical phenomena stimulates conceptual recall as preparation for subsequent metacognitive activities involving increasing physical interactions at the interface. High learnercontrolled activities include encompass reading text guide, dragging and dropping graphical objects to specified coordinates, observing effects of construction, and entering input of voltage measurements. Interactive discussions of question and answer options buttons with explanatory feedback prompts help learners to mentally discriminate and clarify their new knowledge. As a final measure for cognitive consolidation, learners write opinions to contend true or false assertions of the different aspects of electrical concepts
format Conference or Workshop Item
author Yahaya, Nazli
author_facet Yahaya, Nazli
author_sort Yahaya, Nazli
title A web-based learning system for reconceptualization : basic electric circuits
title_short A web-based learning system for reconceptualization : basic electric circuits
title_full A web-based learning system for reconceptualization : basic electric circuits
title_fullStr A web-based learning system for reconceptualization : basic electric circuits
title_full_unstemmed A web-based learning system for reconceptualization : basic electric circuits
title_sort web-based learning system for reconceptualization : basic electric circuits
publishDate 2003
url http://eprints.utm.my/id/eprint/2117/1/NYahya2003_Lab_Based_Learning_System.pdf
http://eprints.utm.my/id/eprint/2117/
http://dx.doi.org/10.1109/ITRE.2003.1270693
_version_ 1643643503360606208
score 13.211869

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