Improving Students' Diagram Comprehension with Classroom Instruction

Autor/inn/en	Cromley, Jennifer G.; Perez, Tony C.; Fitzhugh, Shannon L.; Newcombe, Nora S.; Wills, Theodore W.; Tanaka, Jacqueline C.
Titel	Improving Students' Diagram Comprehension with Classroom Instruction
Quelle	In: Journal of Experimental Education, 81 (2013) 4, S.511-537 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2012.745465
Schlagwörter	Visual Aids; Textbooks; Biology; Grade 10; Learning Processes; Prior Learning; Spatial Ability; Short Term Memory; Teaching Methods; Comprehension; Hypothesis Testing; Public Schools; Urban Schools; Low Income Groups; High School Students; Visual Perception; Evaluation Methods; Workbooks; Statistical Analysis; Pretests Posttests; Science Instruction; Statistical Significance; Correlation; Earth Science; Scaffolding (Teaching Technique); Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Textbook; Text book; Schulbuch; Lehrbuch; Biologie; Learning process; Lernprozess; Vorkenntnisse; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Hypothesenprüfung; Hypothesentest; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Visuelle Wahrnehmung; Arbeitsbuch; Statistische Analyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Earth sciences; Geowissenschaften
Abstract	The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion-based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1 experienced teacher to deliver COD to two 10th-grade biology classes ("n" = 31) and compared gains in diagram comprehension from COD to those from a business-as-usual control condition ("n" = 30) in 2 classrooms taught by the same teacher. Students in the COD condition showed statistically significantly greater growth in comprehension of literal and inferential biology diagrams. The control condition in some cases advantaged high-spatial, high-knowledge students, whereas the COD condition for the most part did not. Entries in the COD workbooks were analyzed for amount of student effort. Students with a combination of low pretest biology knowledge and low effort showed much lower gains from pretest to posttest on the inferential biology diagrams measure than did other students in the COD condition. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10