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140122 ||| eng |
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|a 9783662028780
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1 |
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|a Caillot, Michel
|e [editor]
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| 245 |
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|a Learning Electricity and Electronics with Advanced Educational Technology
|h Elektronische Ressource
|c edited by Michel Caillot
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| 250 |
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|a 1st ed. 1993
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| 260 |
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|a Berlin, Heidelberg
|b Springer Berlin Heidelberg
|c 1993, 1993
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| 300 |
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|a VIII, 336 p
|b online resource
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| 505 |
0 |
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|a New Approach to Introduce Basic Concepts in Electricity -- Electrical Interactions and the Atomic Structure of Matter: Adding Qualitative Reasoning to a Calculus-Based Electricity and Magnetism Course -- Using “Modelling Analogies” to Teach Basic Electricity: A Critical Analysis -- Multiple Causal Modelling of Electrical Circuits for Enhancing Knowledge Intelligibility -- Conceptual Models for Understanding the Behavior of Electrical Circuits -- Reasoning about Electricity and Water Circuits: Teaching Consequences in Electricity -- Towards Expertise in Hydrodynamics: Psychological Data -- Adults’ Understanding of Electricity -- Simulation and Learner’s Knowledge Processing in the Case of a Learning Environment on Signal Processing -- Contextualized Reasoning of Electrical Technicians -- Using Computer-Based Questionnaires to Diagnose Students’ Models of Electricity -- Computerized Analysis of Students’ Ability to Process Information in the Area of Basic Electricity -- Computer Assisted Learning of Basic Concepts in Electricity and Electromagnetic Wave Propagation -- Automated Diagnosis of Misconceptions about Electricity: What Are the Prospects? -- From Ideal to Real in the Teaching of Electronics through Computer Simulated Experiments -- LABEL: An Intelligent Learning Environment (ILE) for Electric Circuits -- SIAM: A Knowledge-Based System for Practical Work -- An Object-Based Situational Approach to Task Analysis -- Modelling Physics Problem Solving with Classifier Systems
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| 653 |
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|a Electronics and Microelectronics, Instrumentation
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| 653 |
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|a Digital Education and Educational Technology
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| 653 |
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|a Electrical and Electronic Engineering
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| 653 |
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|a Artificial Intelligence
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| 653 |
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|a Instructional Psychology
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| 653 |
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|a Electrical engineering
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| 653 |
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|a Learning, Psychology of
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| 653 |
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|a Educational technology
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| 653 |
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|a Artificial intelligence
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| 653 |
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|a Electronics
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
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|a NATO ASI Subseries F:, Computer and Systems Sciences
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| 028 |
5 |
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|a 10.1007/978-3-662-02878-0
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| 856 |
4 |
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|u https://doi.org/10.1007/978-3-662-02878-0?nosfx=y
|x Verlag
|3 Volltext
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|a 621.3
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| 520 |
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|a The objective of the NATO Advanced Research Workshop "Learning electricity and electronics with advanced educational technology" was to bring together researchers coming from different domains. Electricity education is a domain where a lot of research has already been made. The first meeting on electricity teaching was organized in 1984 by R. Duit, W. Jung and C. von Rhoneck in Ludwigsburg (Germany). Since then, research has been going on and we can consider that the workshop was the successor of this first meeting. Our goal was not to organize a workshop grouping only people producing software in the field of electricity education or more generally in the field of physics education, even if this software was based on artificial intelligence techniques. On the contrary, we wanted this workshop to bring together researchers involved in the connection between cognitive science and the learning of a well defined domain such as electricity. So during the workshop, people doing research in physics education, cognitive psychology, and artificial intelligence had the opportunity to discuss and exchange. These proceedings reflect the different points of view. The main idea is that designing a learning environment needs the confrontation of different approaches. The proceedings are organized in five parts which reflect these different aspects
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