Ariel Levi Simons
Sara Ray
Imrana Iqbal

I. Title Page and abstract
II. Introduction
A. Brief narrative giving example of problem in action
1. Mention issues with electric circuits in high school class
B. Thesis question
1. What defines understanding in a scientific classroom and what combination of abstract and experiential support is most conducive to its formation?
III. Definitions of key concepts
A. What is understanding?
1. Understanding of abstractions
a. Symbols
b. Algebraic manipulation
c. Diagrams
d. Procedures
e. Underlying conceptual frameworks
2. Experiential understanding
a. Spatial-Temporal
i. Visual
ii. Static versus changing
b. Kinesthetic
c. Understanding as performance (7)
B. What is learning?
1. What role does understanding play in learning?
a. How do different types of understanding interrelate in learning?
2. What factors affect learning in the classroom?
a. The use of simulations
b. The use of laboratory work
c. Discussions
i. Teacher-centered
ii. Student-centered
C. Transfer
IV. Intervention


Citations:
1) Bayrak, Bekir, Kanli, Uygar, Ingeç, Sebnem Kandil. (2007). To Compare The Effects Of Computer Based Learning And The Laboratory Based Learning On Students' Achievement Regarding Electric Circuits. The Turkish Journal of Educational Technology, 6(1), 1-9.

2) Jaakola, Toki and Nurmi, Sami. (2004). Proceedings from the British Educational Research Association annual conference: Learning objects in the classroom: a European perspective symposium. Manchester, England.

3) Van den Berg, Euwe et al. (1994). Proceedings from the Annual Meeting of the National Association for Research in Science Teaching: The Role of “Experiments” in Conceptual Change: A Teaching-Experiment Study of Electric Circuits. Anaheim, CA.

4) Aufshnaiter, Stefan V. and Welzel, Mauela. (1997). Proceedings from the Annual Meeting of the American Educational Research Association: Learning Processes in the Field of Electricity: Results of a Cross Age Study. Chicago, IL.

5) Yang, Kun-Yuan and Heh, Jia-Sheng. (2007). The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th Grade Students. Journal Science Education Technology, 16, 451-461.

6) Winberg, T. Mikael and Berg, C. Anders R. (2007). Students’ Cognitive Focus During Chemistry Laboratory Exercise: Effects of a Computer-Simulated Prelab. Journal of Research in Science Teaching, 44(8), 1108-1133.

7) Reigeluth, Charles M. (1999). Instructional-Design Theories and Models: Volume II A New Paradigm of Instructional Theory. Mahwah, New Jersey: Lawrence Erlbaum Associates.

8) R.E. Mayer, Theories of Learning and Their Application to Technology in Technology Application in Education: A Learning View by Harold F. O'Neil, Jr & Ray S. Perez (EDS). 2003.