Are Diagrams Always Helpful Tools? Developmental and Individual Differences in the Effect of Presentation Format on Student Problem Solving

Autor/inn/en	Booth, Julie L.; Koedinger, Kenneth R.
Titel	Are Diagrams Always Helpful Tools? Developmental and Individual Differences in the Effect of Presentation Format on Student Problem Solving
Quelle	In: British Journal of Educational Psychology, 82 (2012) 3, S.492-511 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/j.2044-8279.2011.02041.x
Schlagwörter	Student Problems; Problem Solving; Grade 8; Grade 6; Algebra; Middle Schools; Secondary School Mathematics; Visual Aids; Individual Differences; Experiments; Child Development; Teaching Methods + Suchen Sie Ihr Suchwort? Studienproblem; Problemlösen; School year 08; 8. Schuljahr; Schuljahr 08; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Mittelschule; Mittelstufenschule; Anschauungsmaterial; Individueller Unterschied; Erprobung; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: High school and college students demonstrate a verbal, or textual, advantage whereby beginning algebra problems in story format are easier to solve than matched equations (Koedinger & Nathan, 2004). Adding diagrams to the stories may further facilitate solution (Hembree, 1992; Koedinger & Terao, 2002). However, diagrams may not be universally beneficial (Ainsworth, 2006; Larkin & Simon, 1987). Aims: To identify developmental and individual differences in the use of diagrams, story, and equation representations in problem solving. When do diagrams begin to aid problem-solving performance? Does the verbal advantage replicate for younger students? Sample: Three hundred and seventy-three students (121 sixth, 117 seventh, 135 eighth grade) from an ethnically diverse middle school in the American Midwest participated in Experiment 1. In Experiment 2, 84 sixth graders who had participated in Experiment 1 were followed up in seventh and eighth grades. Method: In both experiments, students solved algebra problems in three matched presentation formats (equation, story, story + diagram). Results: The textual advantage was replicated for all groups. While diagrams enhance performance of older and higher ability students, younger and lower-ability students do not benefit, and may even be hindered by a diagram's presence. Conclusions: The textual advantage is in place by sixth grade. Diagrams are not inherently helpful aids to student understanding and should be used cautiously in the middle school years, as students are developing competency for diagram comprehension during this time. (Contains 3 footnotes, 5 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10