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Tytuł pozycji:

Combining Instructional Activities for Sense-Making Processes and Perceptual-Induction Processes Involved in Connection-Making among Multiple Visual Representations

Tytuł :
Combining Instructional Activities for Sense-Making Processes and Perceptual-Induction Processes Involved in Connection-Making among Multiple Visual Representations
Autorzy :
Rau, Martina A. (ORCID 0000-0001-7204-3403) ; Wu, Sally P. W.
Źródło :
Cognition and Instruction, v36 n4 p361-395 2018. 37 pp.
Dostępność :
Not available from ERIC
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
URL :
http://dx.doi.org/10.1080/07370008.2018.1494179
Recenzowane naukowo :
Y
ISSN :
0737-0008
Deskryptory :
STEM Education, Teaching Methods, Visual Perception, Control Groups, Experimental Groups, Learning Processes, Logical Thinking, Intuition, Chemistry, Science Instruction, Laboratory Experiments, Undergraduate Students, Eye Movements, Spatial Ability
Abstractor :
As Provided
Język :
English
Liczba stron :
37
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Journal Articles; Reports - Research; Tests/Questionnaires
Kod czasopisma :
JAN2020
Data wpisu :
2019
Numer akcesji :
EJ1205279
Czasopismo naukowe
Connection-making among multiple representations is a crucial but difficult competence in STEM learning. Prior research has focused on one type of learning process involved in connection-making: sense-making processes leading to conceptual understanding of connections. Yet, other research suggests that a second type of learning process is important: inductive learning processes leading to perceptual intuitions about connections. We investigate whether combining instructional activities designed to support sense-making processes for understanding of connections (understanding activities) and instructional activities that support inductive processes for perceptual intuitions about connections (perception activities) enhances students' learning of chemistry knowledge. A laboratory-based experiment with 117 undergraduate students compared students in (a) a control condition that received only conventional activities that did not require connection-making; (b) a condition that received conventional and understanding-activities; (c) a condition that received conventional and perception-activities; and (d) a combined condition that received conventional, understanding-activities, and perception-activities. Results show that only the combined condition outperformed the control condition on a test of chemistry knowledge. Eye-gaze data and verbal reports show that understanding-activities and perception-activities have complementary effects on how students integrate information from multiple representations during the learning phase. Finally, we found that students' spatial skills moderate their benefit from understanding-activities and perception-activities.

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