Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction.
Visual representations are essential for science understanding, but many students have poor diagrammatic reasoning skills. Previous research showed that teaching high school and college students about the conventions of diagrams (COD) can improve diagrammatic reasoning. In this study, middle school...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 4; pp. 374 - 391 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117240960&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117240960 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2016 vid: 32 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 117240960 117240960 117240960 10.1111/jcal.12143 117240960 ppf: 374 ppct: 17 formats: tig: atl: Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction. aug: au: Miller, B.W. Cromley, J.G. Newcombe, N.S. affil: Department of Elementary Education, Towson University, 8000 York Road, Towson MD, 21252‐002, USA sug: subj: Science Students, Middle School Teaching Methods Computer-Assisted Instruction Female Male White Persons Black Persons Human Questionnaires Educational Measurement Audiorecording Coding Analysis of Variance Repeated Measures P-Value Mann-Whitney U Test Funding Source Psychological Tests Female Male ab: Visual representations are essential for science understanding, but many students have poor diagrammatic reasoning skills. Previous research showed that teaching high school and college students about the conventions of diagrams (COD) can improve diagrammatic reasoning. In this study, middle school science students received COD instruction delivered as a classroom warmup using laptop computers, while control students received publisher-developed warm-up questions. Students receiving COD warm-ups for 10weeks (but not 4weeks) improved their diagrammatic reasoning more than control students. Treatment students' answers were more accurate than control students' answers, especially on easy questions. The discourse of pairs of students during the warm-ups showed that treatment students talked about the diagrams more and made more inferences and that this difference was greatest for easy questions. Results suggest that COD instruction can be initiated in middle school along with more formal science instruction, can be integrated into classroom routine using computer-delivered warm-ups, is helpful (if sustained) both for improving diagrammatic reasoning and for supporting learning science content and works at least in part by increasing students' engagement during routine work. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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