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Enhancing Direct Instruction on Introductory Physics for Supporting Students' Mental-Modeling Ability
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Mansyur, Jusman; Darsikin – International Education Studies, 2016
This paper describes an instructional design for introductory physics that integrates previous research results of physics problem-solving and the use of external representation into direct instruction (DI). The research is a part of research in obtaining an established instructional design to support mental-modeling ability. By integrating with…
Descriptors: Direct Instruction, Introductory Courses, Physics, Cognitive Ability