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The impact of embedding multiple modes of representation on student construction of chemistry knowledge.

机译：嵌入多种表示模式对学生化学知识建构的影响。

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摘要

This study was designed to examine the impact of embedding multiple modes of representing science information on student conceptual understanding in science. Multiple representations refer to utilizing charts, graphs, diagrams, and other types of representations to communicate scientific information. This study investigated the impact of encouraging students to embed or integrate the multiple modes with text in end of unit writing-to-learn activities. A quasi-experimental design with four separate sites consisting of intact chemistry classes taught by different teachers at each site was utilized. At each site, approximately half of the classes were designated treatment classes and students in these classes participated in activities designed to encourage strategies to embed multiple modes within text in student writing. The control classes did not participate in these activities. All classes participated in identical end of unit writing tasks in which they were required to use at least one mode other than text, followed by identical end of unit assessments. This progression was then repeated for a second consecutive unit of study. Analysis of quantitative data indicated that in several cases, treatment classes significantly outperformed control classes both on measures of embeddedness in writing and on end of unit assessment measures. In addition, analysis at the level of individual students indicated significant positive correlations in many cases between measures of student embeddedness in writing and student performance on end of unit assessments. Three factors emerged as critical in increasing the likelihood of benefit for students from these types of activities. First, the level of teacher implementation and emphasis on the embeddedness lessons was linked to the possibility of conceptual benefit. Secondly, students participating in two consecutive lessons appeared to receive greater benefit during the second unit, inferring a cumulative benefit. Finally, differential impact of the degree of embeddedness on student performance was noted based on student's level of science ability prior to the initiation of study procedures.
机译：本研究旨在检查嵌入多种表示科学信息的方式对科学中的学生概念理解的影响。多种表示形式是指利用图表，图形，图表和其他类型的表示形式来传达科学信息。这项研究调查了在单元写作学习活动结束时，鼓励学生嵌入或整合多种模式与文本的影响。使用具有四个单独站点的准实验设计，该站点由完整化学课组成，每个站点由不同的老师教授。在每个站点上，大约有一半的班级被指定为治疗班，这些班级的学生参加了旨在鼓励在学生写作中将多种模式嵌入文本中的策略的活动。对照班没有参加这些活动。所有班级都参加了单元写作的相同任务，其中要求他们至少使用文本以外的一种模式，然后再进行单元评估的相同任务。然后，将这种进展重复用于第二个连续的研究单元。对定量数据的分析表明，在几种情况下，无论是书面形式的嵌入量度还是单元评估结束时，治疗等级均明显优于对照等级。此外，对个别学生的分析表明，在许多情况下，学生对写作的嵌入程度与单元评估结束时的学习成绩之间存在显着的正相关。在增加学生从这类活动中受益的可能性方面，三个因素显得至关重要。首先，教师的实施水平和对嵌入式课程的重视与概念收益的可能性有关。其次，参加两个连续课程的学生在第二单元中似乎获得了更大的收益，从而得出了累积收益。最后，在开始学习程序之前，根据学生的科学能力水平，指出了嵌入程度对学生表现的不同影响。

著录项

  • 作者

    McDermott, Mark Andrew.;

  • 作者单位

    The University of Iowa.;

  • 授予单位 The University of Iowa.;
  • 学科 Education Secondary.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 201 p.
  • 总页数 201
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

  • 入库时间 2022-08-17 11:38:27

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