Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill

Autor/inn/en	Bergey, Bradley W.; Cromley, Jennifer G.; Newcombe, Nora S.
Titel	Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill
Quelle	In: International Journal of Science Education, 37 (2015) 15, S.2476-2502 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1082672
Schlagwörter	High School Students; Biology; Science Instruction; Pretests Posttests; Scores; Teaching Methods; Visual Aids; Geology; Intervention; Correlation; Spatial Ability; Transfer of Training; High Achievement; Low Income; Instructional Materials; Multiple Choice Tests; Achievement Gains; Prior Learning; Instructional Effectiveness; Statistical Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Historische Geologie; Korrelation; Räumliches Vorstellungsvermögen; Training; Transfer; Ausbildung; Niedriglohn; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Vorkenntnisse; Unterrichtserfolg; Statistische Analyse
Abstract	There is growing evidence that targeted instruction can improve diagram comprehension, yet one of the skills identified in the diagram comprehension literature--coordinating multiple representations--has rarely been directly taught to students and tested as a classroom intervention. We created a Coordinating Multiple Representation (CMR) intervention that was an addition to an intervention focused on Conventions of Diagrams (COD) and tested their joint effects on diagram comprehension for near transfer (uninstructed biology diagrams), far transfer (uninstructed geology diagrams), and content learning (biology knowledge). The comparison group received instruction using a previously validated intervention that focused exclusively on COD. Participants were 9th-10th grade biology students (N?=?158 from two schools), whose classes were randomly assigned to COD alone or COD?+?CMR conditions and studied with a pretest-posttest experimental design. Both groups showed significant growth in biology knowledge (d?=?0.30--0.53, for COD and COD?+?CMR, respectively) and biology diagram comprehension (d?=?0.28--0.57). Neither group showed far transfer. Analyses of student work products during the interventions suggest that gains were not simply due to the passage of time, because student effort was correlated with gains in both treatment groups. Directions for improving future CMR interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01