Challenges Solving Science Tasks with Text-Picture Combinations Persist beyond Secondary School

Autor/inn/en	Magnus, Lara; Schütte, Kerstin; Schwanewedel, Julia
Titel	Challenges Solving Science Tasks with Text-Picture Combinations Persist beyond Secondary School
Quelle	In: Journal of Research on Educational Effectiveness, 13 (2020) 4, S.759-783 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schütte, Kerstin) ORCID (Schwanewedel, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2020.1750744
Schlagwörter	Science Instruction; Biology; Problem Solving; Pictorial Stimuli; Teaching Methods; Undergraduate Students; College Science; Instructional Materials; Instructional Effectiveness; Foreign Countries; Memory; Cognitive Ability; Group Activities; Cooperative Learning; Educational Technology; Technology Uses in Education; Germany + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Problemlösen; Fantasieanregung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Ausland; Gedächtnis; Denkfähigkeit; Gruppenaktivität; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Deutschland
Abstract	Combinations of text and different types of pictures are commonplace in biology as in science in general. The single representations (i.e., text, picture) constituting a text-picture combination may contain redundant or complementary information. The ability to identify and integrate information in different kinds of text-picture combinations is indispensable for engaging in science and is normatively expected to be acquired in school. In this experimental study, which was not preregistered in an independent institutional registry, N = 240 undergraduate students worked on 2 constructed-response biology tasks originating from authentic final exams to obtain the higher education entrance qualification. The material carried equivalent information between conditions but consisted of redundant or non-redundant text-picture combinations or only texts. Analysis of variance revealed negative effects of the depictive representations on students' performance, but these effects only occurred in 1 of the 2 tasks: Students in the text-only group reached the highest mean score, those who worked with the non-redundant text-picture combinations the lowest mean score. Implications for science education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01