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Conceptual Problem Solving in Physics 275[(Figure_1)TD$FIG]Figure 1 Sample problem analyzed by HAT menus. [Reprinted fromDufresne et al. (1992). Reprinted by permission of Taylor & Francis, Ltd.]menu level 3, the user is asked to identify the external force doing work onthe system so that the appropriate work term can be constructed. Inmenus 4–6, procedural questions are asked that allow the constructionof appropriate terms in the work-energy theorem equation appearing inmenu 8. Hence the selections made in menus 4–6 specified the threeterms in the work-energy theorem equation, namely the work done bythe nonconservative force (friction), and the initial and final mechanicalenergies of the system.Additional scaffolding features are contained in the last line at thebottom of menus 1–7, which allowed the user to back up if she or hefelt that they had made a wrong choice along the way, to return to thefirst menu to restart the analysis, to enter a glossary and look up anunfamiliar term (e.g., nonconservative force), to list previous selectionsto see the previous choices made during the analysis to thatpoint, or to give up and quit. The HAT was a tool and not a tutor;if the user made inappropriate selections along the way, the resultingequation in menu 8 would be consistent with the menu selectionsmade (i.e., menu 8 would contain equations constrained by the previouschoices made), which would not be appropriate for solving theproblem under consideration.2.2. Implementation of the HATA series of experiments was conducted in the lab using pre-post performanceon various dependent measures to compare a group of studentsusing the HAT to solve 25 problems over 5-h long sessions against threeother groups solving the same 25 problems under different conditions: (1)using a textbook as an aid, (2) using a computer-based ‘‘equationsortingtool’’that consisted of a searchable database of over 170 equations found in anintroductory mechanics textbook; the database could be searched bysurface attributes of problems (e.g., ‘‘pulley problems’’), by variable names
276 Jose P. Mestre et al.[(Figure_2)TD$FIG]Figure 2 Sample HAT menus. [Reprinted from Dufresne et al. (1992). Reprinted by permission of Taylor & Francis, Ltd.]
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Series EditorBRIAN H. ROSSBeckman I
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Academic Press is an imprint of Els
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viContents3. Science of Multimedia
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xContributorsHenry L. Roediger, III
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xiiPrefaceand there has been much e
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xivPrefaceInterventions for improvi
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2 Henry L. Roediger et al.delayed t
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10 Henry L. Roediger et al.seems so
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14 Henry L. Roediger et al.Table 2
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16 Henry L. Roediger et al.improved
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18 Henry L. Roediger et al.this mat
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22 Henry L. Roediger et al.9. BENEF
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24 Henry L. Roediger et al.subjects
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26 Henry L. Roediger et al.feedback
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28 Henry L. Roediger et al.supporti
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30 Henry L. Roediger et al.of some
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32 Henry L. Roediger et al.Benefit
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34 Henry L. Roediger et al.Hasher,
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36 Henry L. Roediger et al.Son, L.
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38 John Sweller1. INTRODUCTIONCogni
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40 John Sweller‘‘baby-talk.’
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42 John Swellerof cognitive or meta
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44 John SwellerTable 1Natural Infor
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46 John Swellerconfigurations. A ch
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48 John Swellerreproduction results
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50 John Swellerto mutation, without
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52 John Swellerusing a complex or,
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54 John SwellerThe human cognitive
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56 John Swellerepigenetic system ha
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58 John SwellerWe can determine lev
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60 John Swellerthan memorizing the
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62 John SwellerTable 2EffectVariabi
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64 John Swelleroccurs when students
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66 John Sweller3.3.3. The Split-Att
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68 John Swellermerely restates the
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70 John SwellerThe expertise revers
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72 John Swellerobtained a reverse m
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74 John Swelleractivities that othe
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76 John SwellerRenkl, A. (2005). Th
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78 Richard E. Mayercognitive theory
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80 Richard E. Mayerpictures beginni
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82 Richard E. MayerThe dualchannelp
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84 Richard E. Mayerlearner selects
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86 Richard E. MayerRosenthal, Rosno
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88 Richard E. MayerGenerative proce
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90 Richard E. Mayer4.2. Evidence-ba
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92 Richard E. Mayersituation could
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94 Richard E. Mayer(Moreno & Mayer,
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96 Richard E. Mayer4.3.1. Segmentin
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98 Richard E. Mayerpresenting the w
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100 Richard E. MayerThe multimedia
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102 Richard E. Mayergame in industr
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104 Richard E. MayerClark, R. C., &
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106 Richard E. MayerMayer, R. E., &
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108 Richard E. MayerSweller, J. (19
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110 Timothy J. Nokes and Daniel M.
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Incorporating Motivation into a The
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CHAPTERFIVEOn the Interplay of Emot
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Implications for Enhancing Academic
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CHAPTERSIXThere Is Nothing So Pract
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There Is Nothing So Practical as a
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CHAPTERSEVENThe Power of Comparison
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The Power of Comparison in Learning
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Page 240 and 241: The Power of Comparison in Learning
Page 242 and 243: CHAPTEREIGHTThe Ubiquitous Patterns
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Page 284 and 285: CHAPTERNINEConceptual Problem Solvi
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Page 314 and 315: IndexAAcademic performancedrive the
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Page 318 and 319: Index 303LLabor in vain, 28Language
Page 320 and 321: Index 305OOntological categories of
Page 322 and 323: Index 307WWeb-delivered multimedia
Page 324 and 325: CONTENTS OF RECENT VOLUMESVolume 40
Page 326 and 327: Contents of Recent Volumes 311Under
Page 328 and 329: Contents of Recent Volumes 313Volum
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