The effect of multiple internal representations on context rich instruction

This paper presents n-coding, a theoretical model of multiple internal mental representations. The n-coding construct is developed from a review of cognitive and imaging studies suggesting the independence of information processing along different modalities: verbal, visual, kinesthetic, social, etc. A study testing the effectiveness of the n-coding construct in an algebra-based mechanics course is presented. Four sections differing in the level of n-coding opportunities were compared. Besides a traditional instruction section used as a control group, each of the remaining three treatment sections were given context rich problems following the 'cooperative group problem solving' approach which differed by the level of n-coding opportunities designed into their laboratory environment. To measure the effectiveness of the construct, problem solving skills were assessed as was conceptual learning using the Force Concept Inventory. However, a number of new measures taking into account students' confidence in concepts were developed to complete the picture of student learning. Results suggest that using the developed n-coding construct to design context rich environments can generate learning gains in problem solving, conceptual knowledge and concept-confidence.Comment: Submitted to the American Journal of Physic

Public understanding of plant biology: Voices from the bottom of the garden

Many household gardeners accumulate considerable knowledge of plant biology through a range of informal learning sources. This knowledge seldom relates to school biology and is driven by interest, keen motivation and what is termed here ‘vital relevance’. A small opportunity sample of 12 gardeners (6 M, 6 F) is interviewed in terms of their knowledge of plant biology and their motives for learning. They are largely self-educated, their knowledge is quite specific though piecemeal and their motivation has a strong affective dimension