Supporting students in making sense of connections and in becoming perceptually fluent in making connections among multiple graphical representations.

Autor/inn/en	Rau, Martina A.; Aleven, Vincent; Rummel, Nikol
Titel	Supporting students in making sense of connections and in becoming perceptually fluent in making connections among multiple graphical representations.
Quelle	In: Journal of educational psychology, 109 (2017) 3, S. 355-373Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000145
Schlagwörter	Lernen; Mathematikunterricht; Schüler; Student; Klassenraum; Schüler; Lernen; Tutorensystem; Mathematikunterricht; Verständnis; Student
Abstract	Examined whether combined support for two types of connection-making competencies in multiple graphical representations enhances students' learning. Prior research shows that multiple representations can enhance learning, provided that students make connections among them. It was hypothesized that support for connection making is most effective in enhancing learning of domain knowledge if it helps students both in making sense of these connections and in becoming perceptually fluent in making connections. This hypothesis was tested in an experiment with 428 4th-and 5th-grade students (aged 9-13 years) who worked with different versions of an intelligent tutoring system for fractions learning. Results did not show main effects for sense-making or fluency-building support but an interaction effect, such that a combination of sense-making and fluency-building support is most effective in enhancing fractions knowledge. Causal path analysis of log data from the system showed that sense-making support enhanced students' benefit from fluency-building support, but fluency-building support did not enhance their benefit from sense-making support. These results suggest that both understanding of connections and perceptual fluency in connection making are critical aspects of learning of domain knowledge with multiple graphical representations. Findings from the causal path analysis lead to the testable prediction that instruction should provide sense-making support and fluency-building support for connection making. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2019/1