Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives
Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives
复制标题
与课堂教学相关的理论观点和经验证据
DOI：
--
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Kira J. Carbonneau
中科院分区：
文献类型：
--
作者：
Scott C. Marley;Kira J. Carbonneau
这期特刊的论文集中在操纵语的教学策略上。这些策略通常被描述为“动手学习”，强调使用物理和最近的虚拟对象来表示目标信息和概念。这些策略经常被认为是在许多学习领域进行教学的有效技术。这期特刊介绍了当代的理论观点和经验证据，关于教学操作，重点是在课堂环境中的应用。在这篇导言中，我们介绍了该特刊感兴趣的主要主题，并对投稿人的论文进行了广泛的概述。
The papers in this special issue focus on instructional strategies with manipulatives. Often described as “hands-on learning”, these strategies emphasize the use of physical and, more recently, virtual objects to represent target information and concepts. These strategies are frequently suggested as effective techniques for teaching across many domains of learning. This special issue presents contemporary theoretical perspectives and empirical evidence, regarding instructional manipulatives with a focus on application in classroom contexts. In this introduction, we present the primary topics of interest to the special issue and provide broad overviews of the contributors’ papers.
影响因子：
4.6
作者：
Chen, Z;Klahr, D
通讯作者：
Klahr, D