Comparing Novices & Experts in Their Exploration of Data in Line Graphs [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, Oct 25-27, 2014).

Autor/inn/en	Tsuji, Bruce H.; Lindgaard, Gitte
Titel	Comparing Novices & Experts in Their Exploration of Data in Line Graphs [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, Oct 25-27, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-989-8533-23-4
Schlagwörter	Graphs; Data Interpretation; Comparative Analysis; Novices; Expertise; Undergraduate Students; Psychology; Business Administration Education; Qualitative Research; Foreign Countries; Canada (Ottawa) + Suchen Sie Ihr Suchwort? Grafische Darstellung; Data evaluation; Datenauswertung; Expert appraisal; Psychologie; Qualitative Forschung; Ausland
Abstract	This research compared undergraduate Novices and PhD Experts in psychology and business in their exploration of psychology and business domain graphs. An overall expertise effect in graph explanation was found. Results indicated that Novices paused longer than Experts before beginning their explanations. Qualitative analyses showed that Experts were generally more complete in their explanations, generating more inferences, more quantitative statements, and more conceptual messages. Psychology Experts tended to generate more complete explanations for psychology-domain graphs whereas Business Experts generate less complete explanations for business-domain graphs. The results suggest that Experts have superior strategies to Novices in graph exploration that may be accommodated by the graph comprehension model of Pinker (1990). An implication of these results is that simple instructions may greatly enhance the data literacy of students and might be embodied in data visualization tools for adults and researchers as well. [For complete proceedings, see ED557311.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01