Research on effective demonstrations

More on effective demonstrations. Some research indicates that students are better able to self-correct their misconceptions after observing a demonstration real-time (Brasell, 1987). Schwartz and Bransford 1998 show that demonstrations focused on contrasting cases help students achieve expert-like differentiation. Schwartz, Bransford and Sears argue that transfer has two dimensions: efficiency for which students need repetitive practice in different contexts; and innovation for which students need practice creating their own models. Add on dissonance