Using an adapted form of the Graphical Analysis protocol (GAP) this study looked at representations in general chemistry textbooks for elements likely to enhance or hinder learning such as physical integration with associated text, captions, indexing of representations, and number of representations requiring conceptual integration on a page.
James M. Nyachwaya (North Dakota State University)
Merry Gillaspie (Wartburg College)
Thursday January 8, 2015 8:00am - 9:00am PST
Medford
