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河北工业大学
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Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections among Multiple Graphical Representations

Title: Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections among Multiple Graphical Representations
Author(s): Rau, Martina A.; Aleven, Vincent; Rummel, Nikol
Source: Journal of Educational Psychology, v109 n3 p355-373 Apr 2017. 19 pp.
Peer Reviewed: Yes
ISSN: 0022-0663 (Sherpa/RoMEO, JCR)
Descriptors: Elementary School Students, Grade 4, Grade 5, Learning, Comprehension, Intelligent Tutoring Systems, Fractions, Mathematics Instruction, Elementary School Mathematics, Path Analysis, Visual Aids, Instructional Effectiveness, Achievement Gains, Mathematics Achievement, Elementary Education, Grade 4, Intermediate Grades, Grade 5, Middle Schools
Abstract: Prior research shows that multiple representations can enhance learning, provided that students make connections among them. We hypothesized that support for connection making is most effective in enhancing learning of domain knowledge if it helps students both in making sense of these connections and in becoming perceptually fluent in making connections. We tested this hypothesis in an experiment with 428 4th- and 5th-grade students who worked with different versions of an intelligent tutoring system for fractions learning. Results did not show main effects for sense-making or fluency-building support but an interaction effect, such that a combination of sense-making and fluency-building support is most effective in enhancing fractions knowledge. Causal path analysis of log data from the system shows that sense-making support enhances students' benefit from fluency-building support, but fluency-building support does not enhance their benefit from sense-making support. Our results suggest that both understanding of connections and perceptual fluency in connection making are critical aspects of learning of domain knowledge with multiple graphical representations. Findings from the causal path analysis lead to the testable prediction that instruction should provide sense-making support and fluency-building support for connection making.
Abstractor: As Provided
Number of References: 87
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: SBE0354420
Number of Pages: 19
Publication Type: Journal Articles; Reports - Research
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
URL: URL
Journal Code: JUN2017
Entry Date: 2017
PageCount: 355-374
volume: 109
issue: 3
issn: 00220663
pubdate: 2017