Beyond Ball-and-Stick: Students' Processing of Novel STEM Visualizations

Autor/inn/en	Hinze, Scott R.; Rapp, David N.; Williamson, Vickie M.; Shultz, Mary Jane; Deslongchamps, Ghislain; Williamson, Kenneth C.
Titel	Beyond Ball-and-Stick: Students' Processing of Novel STEM Visualizations
Quelle	In: Learning and Instruction, 26 (2013), S.12-21 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2012.12.002
Schlagwörter	Prior Learning; Individual Differences; Novices; Organic Chemistry; Scientific Concepts; Misconceptions; Expertise; STEM Education; Introductory Courses; Visualization; Visual Aids; Adoption (Ideas); Science Instruction; Educational Experiments; Instructional Effectiveness; Teaching Methods; Problem Solving; Learning Processes; Eye Movements + Suchen Sie Ihr Suchwort? Vorkenntnisse; Individueller Unterschied; Organische Chemie; Missverständnis; Expert appraisal; STEM; Einführungskurs; Visualisation; Visualisierung; Anschauungsmaterial; Ideas; Ideenfindung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulversuch; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Learning process; Lernprozess; Augenbewegung
Abstract	Students are frequently presented with novel visualizations introducing scientific concepts and processes normally unobservable to the naked eye. Despite being unfamiliar, students are expected to understand and employ the visualizations to solve problems. Domain experts exhibit more competency than novices when using complex visualizations, but less is known about how and when learners develop representational fluency. This project examined students' moment-by-moment adoption patterns for scientific visualizations. In a laboratory experiment, introductory-level organic chemistry students viewed familiar ball-and-stick and novel electrostatic potential map representations while solving chemistry problems. Eye movement patterns, verbal explanations, and individual difference analyses showed that students initially relied on familiar representations, particularly for difficult questions. However, as the task unfolded, students with more prior knowledge began relying upon the novel visualizations. These results indicate adoption and fluent use of visualizations is not given; rather, it is a function of prior knowledge and unfolding experience with presented content. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10