Adolescents' Graphing Skills: A Descriptive Analysis.

Autor/inn/en	Clement, John; und weitere
Institution	Technical Education Research Center, Cambridge, MA.
Titel	Adolescents' Graphing Skills: A Descriptive Analysis.
Quelle	(1985), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Comprehension; Concept Formation; Graphs; Junior High Schools; Physical Sciences; Science Education; Secondary School Science; Skill Development; Skills + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Verstehen; Verständnis; Concept learning; Begriffsbildung; Grafische Darstellung; Sekundarstufe I; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung; Kompetenzentwicklung; Qualifikationsentwicklung; Skill; Fertigkeit
Abstract	Clinical interviews were conducted with 25 seventh- and eighth-grade students to determine: (1) the extent to which they could produce correct graphical representations of familiar situations; (2) to what extent they could infer relationships from graphs; (3) what are the most commonly held graphing misconceptions and how stable they are; and (4) how consistent are students' graphing skills across different content areas and types of problems. Notes taken during and tape-recordings of the interviews were used to identify the following types of misconceptions, namely, graph as picture, slope/height confusion, centering on one variable only, linearity of scale, initial positioning at the zero point on the axis, and a static (rather than dynamic) conception of graphs. Two major misconceptions, both of which have been observed with college populations, were documented in the preliminary analysis of three items. The first misconception (graph as picture) was strongly exhibited in a bicycle problem (dealing with elevations and speed). For example, subjects drew a picture when asked to make a graph, and when presented a graph, they read it as a picture. The second misconception (slope/height confusion) was found in a problem dealing with graphs of temperature versus time of day. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC