Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4): 759-775. doi:10.1037/a0025140.

ABSTRACT:

Being told procedures and concepts before problem solving can inadvertently undermine the learning of

deep structures in physics. If students do not learn the underlying structure of physical phenomena, they

This was a Keynote Address presented at the Korea Society of Educational Studies in Mathematics Conference in Seoul, South Korea on November 12th, 2011.

The concept of function spans elementary school through high school. When introducing the topic to elementary school and middle school students, we ask them to work with a variety of examples and representations of functions, since a formal definition of a function is rather abstract. These representations involve experiences in which students—

Chen, J. A., Zap, N., & Dede, C. (2013). Using virtual environments to motivate students to pursue STEM careers: An expectancy-value model.  In S. D’Agustino (Ed.), Immersive environments, augmented realities, and virtual worlds: Assessing future trends in education.  Hershey, PA: IGI Global.