Improving Middle School Science Learning Using Diagrammatic Reasoning

Autor/inn/en	Cromley, Jennifer G.; Weisberg, Steven M.; Dai, Ting; Newcombe, Nora S.; Schunn, Christian D.; Massey, Christine; Merlino, F. Joseph
Titel	Improving Middle School Science Learning Using Diagrammatic Reasoning
Quelle	In: Science Education, 100 (2016) 6, S.1184-1213 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21241
Schlagwörter	Middle School Teachers; Visual Aids; Teaching Methods; Secondary School Science; Science Curriculum; Comparative Analysis; Program Effectiveness; Cognitive Science; Faculty Development; Science Instruction; Comprehension; Conventional Instruction; Effect Size; Visualization; Intervention; Pretests Posttests + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitionswissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Verstehen; Verständnis; Visualisation; Visualisierung
Abstract	We explored whether existing curricula can be adapted to increase students' skills at comprehending and learning from diagrams using an intervention delivered by regular middle-school teachers in intact classrooms. Ninety-two teachers in three states implemented our modified materials over six curricular units from two publishers: "Holt" (a reading-focused curriculum) and "Full Option Science System" ("FOSS") (an inquiry-focused curriculum). Results were compared between two interventions--one based on selected principles of cognitive science (cognitive-science-based) that included instruction in diagram comprehension and one providing professional development in science content only (content-only)--and a business-as-usual control. We analyze posttest items involving different degrees of reliance on diagrams to show how instruction in diagram comprehension can improve comprehension of diagrams during reasoning. At the classroom level, there were significant advantages of the cognitive-science-based intervention over both content-only and business-as-usual with large effect sizes in all "FOSS" units (d = 0.41-0.52), but only one "Holt" unit (d = 0.11). Analyses by type of diagram suggested these effects were largest for transfer to diagrams from an uninstructed domain. Further analyses of high-stakes state test scores available for the participants implementing the "Holt" units showed improved use of diagrams (d = 0.45-0.66). Results suggest that making sense of visualizations (diagrams) is not effortless and self-evident, but that students who receive supports for comprehending can improve their comprehension, and the learning can transfer to new domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01