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dc.contributor.authorPerry, Gabriela Trindadept_BR
dc.contributor.authorSchnaid, Fernandopt_BR
dc.date.accessioned2017-06-06T02:27:10Zpt_BR
dc.date.issued2014pt_BR
dc.identifier.issn2330-9709pt_BR
dc.identifier.urihttp://hdl.handle.net/10183/159111pt_BR
dc.description.abstractThis paper reports a case study in which two designers [one experienced and one inexperienced] and two experienced educators were observed while designing two chemistry educational interfaces for topics with different levels of complexity. The aim was to observe how the designers and educators would collaborate in unfamiliar domains. Variables related to collaboration and topic misunderstandings were measured. The variables related to topic misunderstanding did not point to an effect of topic complexity. Observations suggest an effect of personality interplay on collaborative construction, regardless of the experience of the professionals and the topic under consideration.en
dc.format.mimetypeapplication/pdfpt_BR
dc.language.isoengpt_BR
dc.relation.ispartofJournal of Education and Training. Estados Unidos. Vol. 1, n. 2(1014), p. 229-247pt_BR
dc.rightsOpen Accessen
dc.subjectEducational interface designen
dc.subjectDesign instrucionalpt_BR
dc.subjectInterdisciplinaridadept_BR
dc.subjectInterdisciplinary projectsen
dc.subjectDesign methodsen
dc.subjectObjetos de aprendizagempt_BR
dc.titleA case study on interdisciplinary collaboration in unfamiliar domainspt_BR
dc.typeArtigo de periódicopt_BR
dc.identifier.nrb001015408pt_BR
dc.type.originEstrangeiropt_BR


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