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Direct linkChin, Doris B.; Chi, Min; Schwartz, Daniel L. – Instructional Science: An International Journal of the Learning Sciences, 2016
A common approach for introducing students to a new science concept is to present them with multiple cases of the phenomenon and ask them to explore. The expectation is that students will naturally take advantage of the multiple cases to support their learning and seek an underlying principle for the phenomenon. However, the success of such tasks…
Descriptors: Physics, Science Instruction, Active Learning, Comparative Analysis
