Abstract
The ability to use multiple representations - including diagrams - is considered to be one of the important skills that education needs to cultivate in learners in the 21st Century. Research findings have shown that using diagrams in both problem solving and communication is efficacious, but that the majority of students lack spontaneity in such use (i.e., they do not use diagrams unless their teacher or someone else tells them to do so). In this presentation, I will review research we have conducted for over a decade in this topic area - focusing particularly on our findings about the reasons for the lack of spontaneity and the strategies that can be used to promote the desired spontaneity.
Biography Emmanuel’s research interest concerns the development of effective teaching and learning strategies, including the use of diagrams in communication and problem solving, the application of critical thinking to information evaluation, and variations in the cognitive cost involved in the use of different learning strategies. He has over 100 academic publications, and is currently an Academic Editor (in education) of the journal, PLOS ONE. |
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University of Reading Malaysia
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