Diagrammatic Literacy in Secondary Science Education

被引:12
|
作者
Kragten, Marco [1 ]
Admiraal, Wilfried [2 ]
Rijlaarsdam, Gert [1 ]
机构
[1] Univ Amsterdam, Res Inst Child Dev & Educ, NL-1018 VZ Amsterdam, Netherlands
[2] ICLON Leiden Univ, Grad Sch Teaching, NL-2333 AL Leiden, Netherlands
关键词
Diagram; Literacy; Science; Familiarity; BLOOMS TAXONOMY; KNOWLEDGE; REPRESENTATION; VISUALIZATION; STRATEGIES; STUDENTS; ACCOUNT; SEARCH; RECALL; MAPS;
D O I
10.1007/s11165-012-9331-0
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Students in secondary science education seem to have difficulties with understanding diagrams. The present study focused on explanatory factors that predict students' difficulties with process diagrams, i.e., diagrams that describe a process consisting of components that are related by arrows. From 18 compulsory national Biology exams of secondary school pre-university students, all process diagram tasks (n = 64) were included in corpus. Features of the task, student, and diagram were related to the difficulty of that particular task, indicated by the cohort mean exam score. A hierarchical regression analysis showed main effects for (1) the cognitive task demand, (2) the familiarity of the components, and (3) the number of components in a diagram. All these main effects were in the expected direction. We also observed interactions. Within the category of tasks with a high cognitive demand, tasks about a diagram of which students have low prior content knowledge were more difficult than tasks about a diagram of which students have high prior content knowledge. Tasks with a high cognitive demand about a diagram with familiar arrows were, surprisingly, more difficult than tasks with a high cognitive demand about a diagram with unfamiliar arrows. This latter finding might be attributed to compensation for task difficulty by the large number of components in the diagrams involved. The final model explained 46 % of the variance in exam scores. These results suggest that students have difficulties (1) with tasks that require a deeper understanding when the content is new, (2) with diagrams that use unfamiliar component conventions, and (3) with diagrams that have a small number of components and are therefore probably more abstract.
引用
收藏
页码:1785 / 1800
页数:16
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