Students' Visualization of Diagrams Representing the Human Circulatory System: The Use of Spatial Isomorphism and Representational Conventions

Autor/inn/en	Cheng, Maurice M. W.; Gilbert, John K.
Titel	Students' Visualization of Diagrams Representing the Human Circulatory System: The Use of Spatial Isomorphism and Representational Conventions
Quelle	In: International Journal of Science Education, 37 (2015) 1, S.136-161 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.969359
Schlagwörter	Student Attitudes; Human Body; Interviews; Grade 10; Biology; Secondary School Science; Visual Aids; Teaching Methods; Freehand Drawing; Coding; Recall (Psychology); Spatial Ability; Anatomy; Physiology; Verbal Communication; Foreign Countries; Textbooks; Science Instruction; Hong Kong + Suchen Sie Ihr Suchwort? Schülerverhalten; Menschlicher Körper; Interviewing; Interviewtechnik; Biologie; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Drawing; Zeichnen; Codierung; Programmierung; Abberufung; Räumliches Vorstellungsvermögen; Anatomie; Physiologie; Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hongkong
Abstract	This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14-15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented aspects of the circulatory system. All diagrams used in the interviews had been used by their teacher when teaching the topic. Students' interpretations were expressed by their verbal response and their drawing. Dual coding theory was used to interpret students' responses. There was evidence that one student relied on verbal recall as a strategy in interpreting diagrams. It was found that students might have relied unduly on similarities in spatial features, rather than on deeper meanings represented by conventions, of diagrams when they associated diagrams that represented different aspects of the circulatory system. A pattern of students' understanding of structure-behaviour-function relationship of the biological system was observed. This study suggests the importance of a consistent diagrammatic and verbal representation in communicating scientific ideas. Implications for teaching practice that facilitates learning with diagrams and address students' undue focus on spatial features of diagrams are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10