Some reasons why learning science is hard: Can computer based law encoding diagrams make it easier?

Abstract

Law Encoding Diagrams, LEDs, may be an effective approach to promoting conceptual learning in science. This paper considers why by decomposing the problem of what makes science hard to learn into five general difficulties. How LEDs may address each of these difficulties are considered in the context of a novel class of LEDs for electricity, AVOW diagrams. Further, the design requirements of ITSs that exploit LEDs can be analysed in terms of the difficulties, as illustrated by the description of the positive features and limitations of a computer based learning environment that has been built to exploit AVOW diagrams for learning about electricity.