Under which conditions can tangible representations support the acquisition of abstract concepts? Tangible computing allows learners to mampulate physical objects to control a digital representation. The benefits of tangible coniputing for learning remain to be demonstrated.
The use of tangibles to bridge theory and practice comes with the risk that this modality is too conerete to lead to the construetion of abstract representations. We address this issue by answering the following questions:
- Do tangible objects enable apprentices to solve more cornplex problems compared to traditional school activities?
- How figurative do representations need to be to increase the. frequency of references to workplace practice during problem-solving activities in schoois?
- How can tools support reflection on action by teachers (during debriefmg sessions) and apprentices (when they ask questions)?
- Do apprentices leani better with tangible (and open-ended problems) than with traditional paper-pencil exercises?
