Students' Learning Activities While Studying Biological Process Diagrams

Autor/inn/en	Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert
Titel	Students' Learning Activities While Studying Biological Process Diagrams
Quelle	In: International Journal of Science Education, 37 (2015) 12, S.1915-1937 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1057775
Schlagwörter	Learning Activities; Biology; Science Activities; Visual Aids; Scores; Eye Movements; Science Instruction; Coding; Prediction; Task Analysis; Secondary School Students; Foreign Countries; Evaluation Methods; Statistical Analysis; Student Evaluation; Netherlands + Suchen Sie Ihr Suchwort? Lernaktivität; Biologie; Anschauungsmaterial; Augenbewegung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Codierung; Programmierung; Vorhersage; Aufgabenanalyse; Sekundarschüler; Ausland; Statistische Analyse; Schulnote; Studentische Bewertung; Niederlande
Abstract	Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students' learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each student completed three learning tasks. Verbal data and eye-tracking data were collected as indications of students' learning activities. For the verbal data, we applied a fine-grained coding scheme to optimally describe students' learning activities. For the eye-tracking data, we used fixation time and transitions between areas of interest in the process diagrams as indices of learning activities. Various learning activities while studying process diagrams were found that distinguished between more and less successful students. Results showed that between-student variance in comprehension score was highly predicted by meaning making of the process arrows (80%) and fixation time in the main area (65%). Students employed successful learning activities consistently across learning tasks. Furthermore, compared to unsuccessful students, successful students used a more coherent approach of interrelated learning activities for comprehending process diagrams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01