![]() Contrasting the cognitive effects of graphical and sentential logic teaching: Reasoning, representation and individual differences. Journal of Research in Science Teaching, 36(9), 977–1019. Differences in graph-related practices between high school biology textbooks and scientific ecology journals. Journal of Research in Science Teaching, 40(10), 1089–1114. Prevalence, function, and structure of photographs in high school biology textbooks. Barker-Plummer (Ed.), Diagrammatic representation and inference (Vol. The importance of both diagrammatic conventions and domain-specific knowledge for diagrams literacy in science: The hierarchy as an illustrative case. ![]() Journal of Experimental Child Psychology, 65(1), 68–95. Interaction between knowledge and contexts on understanding abstract mathematical concepts. Woolgar (Eds.), Representation in scientific practice (pp. The externalized retina: Selection and mathematization in the visual documentation of objects in the life sciences. Journal of Biological Education, 36(1), 42–44. Construction of heart models using simple air pumps. The Journal of the Learning Sciences, 3(1), 1–36. Patient Education and Counseling, 61(2), 173–190. The role of pictures in improving health communication: A review of research on attention, comprehension, recall, and adherence. Pearson (Eds.), Handbook of reading research (Vol. Diagrams in the comprehension of scientific texts. Paper presented at the 2010 annual meeting of the National Association for Research in Science Teaching, Philadelphia. A content analysis of images in biology and geoscience textbooks. In Research methods in education (7th ed., pp. The nature of inquiry: Setting the field. ![]() Journal of Educational Psychology, 98(1), 182.Ĭohen, L., Manion, L., & Morrison, K. Learning from text with diagrams: Promoting mental model development and inference generation. International Journal of Science Education, 22(9), 895–935.īutcher, K. Interactive multimedia and model-based learning in biology. Visual inscriptions in the scientific hierarchy mapping the “treasures of science”. DeFT: A conceptual framework for considering learning with multiple representations. This process is experimental and the keywords may be updated as the learning algorithm improves.Īinsworth, S. These keywords were added by machine and not by the authors. These findings provide useful information for science teachers’ use of diagrams in their planning and execution of secondary science, and in particular biology lessons. In the last section, the trends of diagrammatic usage across school years are discussed. The first section of the chapter provides the results of the content analysis on the different types of diagrams – iconic, schematic, and charts and graphs – in each of the textbook categories the second section reveals the distribution of the differences of diagrams in the different textbook categories. The content analysis of the textbooks provides information about how diagrams are distributed in different categories of textbooks and the trends in diagrammatic usage in the textbook categories. This study describes the different types of diagrams contained in nine science textbooks used by Western Australian senior high school students.
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