TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
A1  - Bruce, R.
T1  - Die Wirkung von Zielspezifität und Hypothesentesten auf das Lernen einer Problemlöseaufgabe
Y1  - 1995
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
T1  - Does hypothesis-instruction improve learning
Y1  - 1995
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
T1  - Goal specificity and learning with a hypermedia program
Y1  - 2002
ER  - 
TY  - JOUR
A1  - Burns, Bruce D.
A1  - Vollmeyer, Regina
T1  - Goal specificity effets on hypothesis testing in problem solving
Y1  - 2002
SN  - 0272-4987
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Holyoak, Keith J.
A1  - Burns, Bruce D.
T1  - Goal specificity in hypothesis testing and problem solving
Y1  - 1994
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
A1  - Rheinberg, Falko
T1  - Goal-specifity and learning with multimedia program
Y1  - 2000
SN  - 0-8058-3879-1
ER  - 
TY  - JOUR
A1  - Burns, Bruce D.
A1  - Vollmeyer, Regina
T1  - Goals and problem solving : learning as search of three spaces
Y1  - 1996
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
A1  - Burns, Bruce D.
T1  - Goals, strategies, and motivation
Y1  - 1998
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
T1  - Hypotheseninstruktion und Zielspezifität : Bedingungen, die das Erlernen und Kontrollieren eines komplexen Systems beeinflussen
Y1  - 1996
ER  - 
TY  - JOUR
A1  - Kistner, Saskia
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
A1  - Kortenkamp, Ulrich
T1  - Model development in scientific discovery learning with a computer-based physics task
JF  - Computers in human behavior
N2  - Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students' preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students' preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students' models of torques was developed and given to secondary school students (N = 47) who learned about torques using computer simulations. (2) How do students' models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students’ use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL.
KW  - Scientific discovery learning
KW  - Multiple problem spaces
KW  - Computer simulations
KW  - Physics concepts
KW  - Misconceptions
KW  - Conceptual change
Y1  - 2016
U6  - https://doi.org/10.1016/j.chb.2016.02.041
SN  - 0747-5632
SN  - 1873-7692
VL  - 59
SP  - 446
EP  - 455
PB  - Elsevier
CY  - Oxford
ER  -