Can Generating Representations Enhance Learning with Dynamic Visualizations?

Autor/inn/en	Zhang, Zhihui Helen; Linn, Marcia C.
Titel	Can Generating Representations Enhance Learning with Dynamic Visualizations?
Quelle	In: Journal of Research in Science Teaching, 48 (2011) 10, S.1177-1198 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20443
Schlagwörter	Middle School Students; Inquiry; Chemistry; Molecular Structure; Science Education; Science Curriculum; Visualization; Freehand Drawing + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Chemie; Naturwissenschaftliche Bildung; Visualisation; Visualisierung; Drawing; Zeichnen
Abstract	This study explores the impact of asking middle school students to generate drawings of their ideas about chemical reactions on integrated understanding. Students explored atomic interactions during hydrogen combustion using a dynamic visualization. The generation group drew their ideas about how the reaction takes place at the molecular level. The interaction group conducted multiple experiments with the visualization by varying the amount of energy provided to ignite the reaction. The generation group integrated more ideas about chemical reactions and made more precise interpretations of the visualization than the interaction group. Embedded assessments show that generation motivated students to interpret the visualization carefully and led to more productive explanations about ideas represented in the dynamic visualization. In contrast, the interaction group was less successful in linking the visualization to underlying concepts and observable phenomena and wrote less detailed explanations. The study suggests that drawing is a promising way to help students interpret complex visualizations and integrate information. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10